| Core literacy is the new wave of education reform in the 21 st century and has become a new standard for evaluating the quality of talent.Many countries in the world measure students’ core literacy to determine whether they are ready for real life.In China,core literacy has become a new direction of effort in China’s curriculum reform,with more refined and specific requirements for different levels in the mathematics curriculum.Spatial concepts are an important component of core literacy in mathematics,and it is crucial to develop students’ spatial concepts.Inadequate development of spatial concepts has a significant impact on students’ daily life,thinking development,and academic achievement.Therefore,this study will focus on the “Graphs and Geometry” section to examine the spatial concepts of students in junior high school.In this study,the developmental level of students’ spatial concepts and teachers’ evaluation of students’ spatial concepts are investigated.In order to analyze the current development status of the mathematical spatial concept literacy of junior middle school students in China and consider the measuability of mathematical spatial conceptual literacy,this paper develops an assessment framework of mathematical spatial concept literacy of junior middle school students from three dimensions,including content,cognition and situation,based on a large number of literature analysis,the analysis of the evaluation structure of the mathematics core literacy of the international large-scale evaluation projects and the newly issued mathematics curriculum standards.In this study,seventh grade students from two middle schools in Wuxi,Jiangsu Province were selected as research samples to assess their spatial concept level.This study used literature analysis,test survey and statistical analysis to analyze the performance of seventh grade students in the three cognitive levels,namely,concept and understanding level,connection and application level,and reasoning and solving level,so as to find the existing problems.In order to understand the current situation of teachers’ evaluation of students’ spatial concepts,this study used questionnaire and observation methods to understand the current problems of teachers’ teaching evaluation,and then proposed targeted improvement strategies.The findings of the study are as follows:Students’ spatial conceptual literacy in mathematics differs significantly in the three cognitive levels,with better performance in the first two cognitive levels,but performance in the reasoning and problem-solving levels needs to be improved.The existing problems mainly include the following: students’ ability to extract effective mathematical information from relatively unfamiliar problem situations is poor;students lack the ability to reflect on the results of problems;symbolized language expression ability is weak.In the analysis of specific test items,it is found that students have problems in imagining and expressing spatial orientation,and their ability of drawing ruler is weak.Taking the total score of each cognitive level and the total score of all test items as test variables,the difference between male and female in the mathematical spatial concept literacy of students is tested.It is found that there is no significant difference in the mathematical spatial concept level of students in terms of gender,which indicates that gender is not a factor affecting the development of students’ spatial concept.The main problems in teachers’ evaluation of students’ spatial concepts in mathematics are as follows: teachers did not pay enough attention to the evaluation of students’ spatial concepts in mathematics;they did not have sufficient understanding of the connotation of spatial concepts;they had a single way of evaluation;there were problems with the contexts created in classroom teaching;teachers’ suggestions for teaching evaluation were not fully implemented in the classroom.Finally,based on the assessment results and the analysis of the teaching evaluation,the teaching evaluation improvement strategies that can promote the development of students’ spatial concepts are proposed.First,grasp teaching as a whole and improve the evaluation effect.Second,create problem situations and enrich paper-and-pencil tests.Third,standardize ruler diagrams and strengthen spatial imagination.Fourth,deepen reading ability and explore the essence of mathematics. |
