Research On High School Mathematics Concept Teaching Strategies Based On The Cultivation Of Mathematical Abstract Literacy

With the transformation and development of China’s political and economic environment,education in China has also undergone reforms.In the wave of educational reform,the reform of mathematics education is the most important part.With the proposal of the "six core mathematical literacy" in the newly revised high school mathematics curriculum standards,the teaching methods of high school mathematics also need to be changed accordingly.The core literacy of mathematical abstraction is located at the top of the six core competencies in mathematics.Guided by this literacy,it encourages students to use mathematical perspectives and thinking to handle and solve various affairs in life.It is of crucial significance for students’ lives and learning.This article takes the high school stage as the research perspective to analyze and elaborate on the cultivation of abstract core literacy in high school mathematics concept teaching.Firstly,the current research status of mathematical concept teaching and mathematical abstract literacy at home and abroad is reviewed,providing a theoretical basis for the research in this article.On this basis,a questionnaire survey on the current situation of high school mathematics concept teaching is conducted.The research is mainly conducted from two parts: the design,implementation,and analysis of the survey process,and the following conclusions are drawn: students have strong learning awareness,but do not have good learning habits;The teaching strategies for cultivating students’ mathematical abstract literacy in mathematical concept teaching still need to be improved.Therefore,this article combines the current situation of high school mathematics concept teaching and the cultivation methods of mathematical abstract core literacy.The author provides four teaching strategies for developing students’ mathematical abstract literacy in mathematics concept teaching from the four stages of introduction,formation,analysis,and deepening of mathematical concepts.Firstly,when introducing concepts,provide rich perceptual and intuitive materials as a prerequisite to connect students’ cognition with perceptual cognition and perceive mathematical concepts;Secondly,when forming concepts,by utilizing existing knowledge reasonably and comparing similar thinking materials,we discover their commonalities and establish a bridge between new and old knowledge,thereby expanding the abstraction of new concepts;Furthermore,during concept analysis,the characteristics of mathematical concepts are deeply explored,and the essence of concepts is abstracted using correct mathematical language,making mathematical concepts visual and concrete,enabling students to build a complete knowledge system;Finally,when deepening the concept,by analyzing the essential characteristics of the concept and using the method of variation reasonably,students can better understand mathematicalconcepts,and accumulate a large amount of abstract knowledge on this basis,laying a solid foundation for future mathematical concepts.The author analyzes the teaching effectiveness of two classes,indicating that this teaching strategy is effective in promoting students’ learning of mathematical concepts and developing their core mathematical literacy.