Research On Teaching Of Basic Inequality In High School Based On Mathematical Operation Literacy And APOS Theory

Mathematical operation,as one of the core qualities of mathematics,is a hot topic in educational research.The related content of basic inequality is the key examination content of mathematics in college entrance examination over the years,and it is also a carrier to cultivate students’ mathematical computing literacy.Therefore,it is very important to excavate the elements of computing literacy in the related content of basic inequality.This paper aims to explore the teaching research of high school mathematics basic inequality through mathematical computing literacy and APOS theory(namely Action(operation),Process(program),Object(object),Scheme(schema)).In this paper,SPSS22.0 statistical software is used to conduct tests through pre-questionnaires and pre-test papers,and the data of pre-questionnaires and pre-test papers are integrated and analyzed to understand the current situation of high school mathematics classroom teaching and students’ learning.At the same time,the elements of mathematical computing literacy in the corresponding content are excavated in order to study the teaching design based on mathematical computing literacy and APOS theory.After the teaching practice is completed,the teaching effectiveness is analyzed.The post-questionnaires and post-test papers are tested,and the suggestions of teachers are collected to obtain the final conclusion.The study found that: First,from the cognitive point of view,it is found that students have less understanding of mathematical computing literacy;second,a small number of teachers will teach based on mathematical computing literacy and APOS theory;third,situational creation and inquiry activities help students feel the process of mathematical knowledge development and promote students to communicate in mathematical language;fourth,the cultivation of mathematical computing literacy is not accomplished overnight,but a process of accumulation and gradual progress.Therefore,teachers should constantly guide students in daily teaching and let them gradually develop their mathematical computing literacy.Finally,based on the shortcomings of the research process and conclusions of this paper,the teaching experience is summarized and the future research direction is prospected.