Investigation And Strategy Research On The Current Situation Of Trigonometric Function Learning Based On Mathematical Operation Literac

The computational ability in mathematics is recognized as a foundational skill and constitutes a critical element of the six core mathematical competencies.The application of trigonometric knowledge,which is intrinsically linked to numerous practical issues,to problem-solving is frequently examined in college entrance evaluations.By means of examination paper analysis and questionnaire investigation,this paper finds that there are many problems in the calculation of trigonometric function among the students of senior one in rural areas,the corresponding training strategy was put forward.The subjects of this study were students in two classes of a rural high school in Wanzhou.Grounded in Piaget’s cognitive development theory and the SOLO taxonomy,an analysis was conducted on the performance of these students in a standardized test that was designed in accordance with the trigonometry requirements stipulated by the high school mathematics curriculum and examination syllabus.A targeted questionnaire survey was also administered,and the resulting data was processed using EXCEL and SPSS software.The findings of this study indicate that the cultivation of trigonometric computational abilities among first-year high school students in rural settings is suboptimal,with several contributing factors identified.In this paper,the factors that affect the mathematical operation literacy of rural high school students are summarized as follows:(1)Student-related factors: Non-intellectual factors exert minimal influence;however,a lack of comprehensive understanding of the development of mathematical computational abilities,a weak grasp of mathematical thinking methods,and a deficiency in quality thinking are observed.(2)Teacher-related factors: Insufficient professional abilities of the teachers,inadequate demonstration of problem-solving methods,and a need for improved integration of mathematical thinking methods in classroom instruction are noted.(3)External factors including the teaching environment: A lack of a strong learning atmosphere,an over-reliance on supplementary teaching materials leading to a disconnection from textbook content,and excessive use of auxiliary computation tools resulting in a lack of practice are detected.In response to these identified impediments,this study proposes an array of specific strategies designed to enhance the trigonometric computational skills of rural high school students:(1)Emphasize the teaching of foundational knowledge and the cultivation of basic skills: Reinforce the study of mathematical concepts,theorems,formulas and bolster the training of mathematical computational skills and techniques.(2)Prioritize the cultivation of non-intellectual factors: Foster students’ interest in learning mathematics,nurture the development of computational habits,and pay attention to the cultivation of students’ strong willpower and psychological resilience.(3)Stress the importance of the integrated teaching of mathematical thinking methods: Key ideas such as function and equation thinking,combination of numbers and shapes thinking,classification and discussion thinking,and reduction thinking should be infused into the teaching process.The findings of this study serve as a valuable resource for rural high school mathematics educators in understanding students’ mathematical levels and implementing targeted instruction.It provides effective methods for rural students to enhance their mathematical computational skills and offers insights for the study of other academic units.The improvement of mathematical computational skills lays a robust foundation for the cultivation of other core mathematical competencies.