Investigation On The Mastery Of Mathematical Knowledge And Core Literacy Of Grade Eight Students

The Mathematics Curriculum Standards for Compulsory Education(2022 Edition)makes a detailed division of the curriculum content,puts forward clear requirements for the mastery of knowledge,and emphasizes the development of students’ mathematical core literacy in the course of learning.The core quality of mathematics comes from knowledge,which specifically refers to the mathematical ability acquired by students through learning,mastering and internalizing mathematical knowledge.Knowledge mastery and mathematical core literacy complement each other and play a very important role in the development of students.Congruent triangle is a part of triangle knowledge system,and also an important part of plane geometry.Therefore,this research takes the full triangle knowledge as the carrier to deeply understand the eighth grade students’ mastery of mathematical knowledge and the development status of mathematical core literacy,and it has practical significance to take effective teaching suggestions to promote students’ mastery of mathematical knowledge and enhance their core literacy.The research questions of this study are:(1)How about the eighth grade students’ mastery of mathematical knowledge?(2)What types of errors do eighth graders tend to make when solving problems?(3)What is the status quo of the eighth grade students’ mathematical core literacy? In view of the research questions,this research uses the test paper to carry out the investigation.Among them,regarding the preparation of the test paper,this research is based on the research of scholars on students’ mathematical knowledge learning and mathematical core literacy.With the congruent triangle as the carrier,and with reference to Van Hill’s theory,this research prepares an evaluation framework for knowledge mastery level,with reference to the mathematical core literacy evaluation framework proposed by Professor Yu Ping,and combined with the specific description of the mathematical core literacy in junior high school in the Compulsory Education Mathematics Curriculum Standards(2022),Formulate the division framework of mathematical core literacy,and prepare the test paper in this study based on the two frameworks.In addition,teachers were interviewed to understand the current situation of front-line teachers’ understanding and views on the mathematical core literacy in junior high school,and then,based on the research conclusions,teaching suggestions were given to improve students’ mathematical core literacy.Through the statistical analysis of the collected data,the following conclusions are drawn:(1)In terms of knowledge mastery level,the eighth grade students’ knowledge mastery level is generally at level 3.The eighth grade students have a good grasp of basic knowledge such as concept,nature and judgment,and a poor grasp of comprehensive application.(2)In terms of the types of errors,the eighth grade students mainly made intellectual errors in concept;There are mainly intellectual errors and psychological errors in nature,judgment,theorem and other knowledge;There are mainly intellectual errors and strategic errors in application.(3)In terms of mathematical core literacy,the overall level of eighth grade students’ mathematical core literacy is not high,geometric intuitive literacy is at level 2,and other core literacy is at level 1.Finally,based on the research findings and the results of teacher interviews,the following teaching suggestions are proposed:(1)Strengthen students’ understanding of basic knowledge;(2)Strengthening the construction of students’ knowledge system;(3)Focus on developing students’ core mathematical literacy.