Implementing Abstraction Ability Literacy in Junior High School Mathematics Classroom Teaching: Strategies to Apply
Qin Sun
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
As one of the core literacies of mathematics at the junior high school level, the abstraction ability literacy is attracting widespread attention. Classroom teaching has always been the mainstay of subject teaching and is the main way for students to acquire knowledge and skills. Therefore, how to implement abstraction ability literacy through classroom teaching is a problem worth studying. This article provides an in-depth analysis of the abstraction ability in Mathematics Curriculum Standards for Compulsory Education (2022 Edition) by theoretical research methods. Based on the definition and requirements, the current situation of mathematics classroom teaching is clarified, and four strategies for implementing abstraction ability literacy in classroom teaching are proposed: (1) Combining problem scenarios, letting students experience the process of generating mathematical knowledge; (2) Carefully designing practice topics, carrying out homogeneous and variant training, and strictly regulating mathematical language expression; (3) Organizing interdisciplinary comprehensive practical activities centered on mathematics; (4) Flexibly using modern information technology to assist classroom teaching. Hopefully, it can provide new ideas for junior high school mathematics classroom teaching.
Keywords: Junior high school mathematics, classroom teaching, abstraction ability, teaching strategies