| Under the background in the era of rapid development,the environnement in present education is undergoing earth-shaking changes.With the promulgation of Class Standard(2017 Edition)in China,our country has reached a new stage of core literacy.After that,various specific mathematical core literacy,such as mathematical abstract literacy,has become a hot issue in our country.With the advancement of research,people gradually realize that the development of mathematical abstract literacy plays an important role in the development of students.Therefore,scholars begin to focus on how to cultivate students’ mathematical abstract literacy.Based on previous studies,this paper analyzes the development stages of each dimension of mathematical abstract literacy and puts forward some suggestions on how to cultivate mathematical abstract literacy according to its characteristics.Firstly,through literature analysis,literature related to mathematical abstract literacy was consulted to determine the connotation and evaluation framework of mathematical abstract literacy,and the development stages and characteristics of mathematical abstract literacy were analyzed from three dimensions of mathematical knowledge,problem solving and mathematical thinking.Secondly,by combining the previous literature research and consulting relevant teachers,the content of the test paper and the questionnaire is determined.The test paper takes function as the main line content,and the questionnaire content is mainly investigated from the three dimensions of learning attitude,learning habits and mathematical abstract cognition.Thirdly,through the use of Excel and SPSS26.0 software to analyze the questionnaire data,this paper mainly analyzes the high school students’ mathematical abstract literacy test results,high school students’ mathematical abstract literacy questionnaire and their correlation,so as to explore the development characteristics of students in each dimension of mathematical abstract literacy.Finally,according to the conclusion of this paper,some suggestions are put forward to cultivate high school students’ mathematical abstract literacy.In the mathematics abstract literacy test,the analysis of the recovered test papers shows that,on the whole,40% of the students achieved Level 1,31% achieved Level 2and 29% achieved level 3.From the perspective of gender,there are differences in the cognition of mathematics abstract accomplishment,and the cognition of boys is higher than that of girls.From the point of view of achievement range and mathematics learning habit,students in different achievement range have different cognition of mathematics abstract accomplishment,and with the increase of ordinary achievement,students’ cognition of mathematics abstract accomplishment also improves.There is a weak correlation between mathematics learning habit and cognition of mathematics abstract accomplishment.In the dimension of mathematical knowledge,students develop well in the index of knowledge understanding,and show poor phenomenon in the index of knowledge transfer and knowledge innovation.In the dimension of problem solving,it lacks the cognition of more abstract situations,the logicality of using language to represent problems is poor,and the way of solving problems is not innovative.In mathematical thinking,only a small number of students have better development of thinking space and students’ ability to draw inferences from one another is poor.According to the development stages and characteristics of the above students’ mathematical abstract literacy in different dimensions,the following teaching suggestions are put forward: using information technology to assist knowledge memory;Pay attention to the knowledge system and summarize the knowledge system;Increase extracurricular reading materials and exercise language expression;Combined with life examples,strengthen information extraction;Guide after-school reflection;Strengthen the development of thinking. |
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