Research on the Cognition Degree of Mathematical Operation Literacy by Pre-service High School Mathematics Teachers

Abstract

At present, mathematical operation literacy has generated extensive attention from all walks of life, many questions about it have been studied except the cognition of pre-service high school mathematics teachers on mathematical operation literacy. To address this gap, This study analyzed the cognition degree of mathematical operation literacy of 51 pre-service high school mathematics teachers with an open-ended questionnaire self-designed. After analyzing, it could be found that: a. The scope of cognition is not very broad, about 40% of the content is not recognized, and the communication and reflection aspect is unrecognized; b. Their cognition is not deep, their cognitive level mainly stays at level 1. Their cognition is not continuous and linear; c. A few aspects of cognition are relatively clear, but in general, their cognition is not very clear. The content that they can clearly recognize is mainly the definition and expression of mathematical operation literacy and the aspect of knowledge and skill. Therefore, it is suggested that: a. Experts and teachers in charge of certification work should expand mathematical operation literacy courses and pay more attention to them; b. Pre-service teachers should fully understand the related contents of mathematical operation literacy, go deep into each level, and clarify the expression of mathematical operation literacy. Contribution/Originality: This study analyzed the cognition degree of mathematical operation literacy of current pre-service high school mathematics teachers in China with an open-ended questionnaire self-designed. The results are conducive to reforming the present Chinese teaching and curriculum in order to improve the training for pre-service teachers.