Pre-service High School Mathematics Teachers' Cognition of the Implementation of Mathematical Operation Literacy

Abstract

After the reform of mathematics in the new curriculum, the educational issue of mathematical operation literacy has attracted increasing attention from all walks of life. The core goal of current mathematics education is the cultivation of mathematical operations literacy for middle school students. The measures to implement mathematical operation literacy have become a research hotspot. This paper hopes to provide theoretical basis and learning suggestions for teachers to further develop logical reasoning literacy in learning by analyzing the research findings of pre-service high school mathematics teachers' understanding of logical reasoning literacy. 51 postgraduates majoring in education in a university were taken as the survey object and an open-ended interview method was used to investigate their cognition of the implementation of mathematical operation literacy. It is found that the current pre-service high school mathematics teachers: 1. The cognition on the implementation of mathematical operation literacy focuses on "skills and repeated practice"; 2. The cognition of the implementation of mathematical operation literacy is not comprehensive. The degree of realization of cognitive aspects in the implementation of mathematical operation literacy has not reached half of the implementation measures proposed by predecessors; 3. The cognition of the implementation of mathematical operation literacy is not very consistent with the implementation measures proposed by predecessors. Although there is a certain degree of overlap between the two, the coincidence ratio is low. The suggestions put forward by pre-service high school mathematics teachers are narrow in scope and need to be further explored and considered.