Research on the Cognitive Degree of Pre-service School Mathematics Teachers for Operation Ability Literacy in China
Dan Lu
School of Mathematics and Statistics, Shandong Normal University, Jinan, China.
Zezhong Yang *
School of Mathematics and Statistics, Shandong Normal University, Jinan, China.
*Author to whom correspondence should be addressed.
Abstract
Currently, the education of operation ability literacy has attracted wide attention from all walks of life. So far, many scholars have studied this aspect, but there is no research on the cognitive degree of pre-service junior high school mathematics teachers for operation ability literacy. In this study, 20 educational master degree students majoring in subject teaching (mathematics) of grade 2022 in the School of Mathematics and Statistics and undergraduate students majoring in mathematics at a university in China were investigated, and their cognition of operation ability literacy was investigated by interview. After that, through data analysis, it can be found that the current pre-service junior high school mathematics teachers' literacy of operation ability: 1. The cognitive scope is not wide, and less than half of the people can recognize more than half of the content; 2. The cognitive clarity of operation ability literacy is low, although all points of operation ability literacy can be recognized, the expression error rate is high. Therefore, it is suggested that pre-service junior high school mathematics teachers should pay more attention to the literacy of operation ability through training; Pre-service junior high school mathematics teachers should learn and study curriculum standards independently to improve their understanding of operation ability literacy.
Keywords: Pre-service junior high school mathematics teachers, mathematical operation ability literacy, cognitive degree