A Study on the Cognitive Level of Mathematics Innovation Awareness and Literacy among Pre-service Middle School Mathematics Teachers
Yufang Teng
School of Mathematics and Statistics, Shandong Normal University, Jinan, Shandong, China.
Zezhong Yang
*
School of Mathematics and Statistics, Shandong Normal University, Jinan, Shandong, China.
*Author to whom correspondence should be addressed.
Abstract
Currently, the cultivation of mathematical innovation awareness and literacy has received widespread attention. This study randomly selected 20 Masters in Education from a university as the survey subjects and used semi-structured interviews to investigate their understanding of innovation awareness and literacy. The interview results were coded and compared with mathematics innovation awareness and literacy. Through analysis, it was found that the current pre-service mathematics teachers' knowledge of mathematical innovation awareness and literacy is not extensive, and most of them can hardly recognize the complete content of mathematical innovation awareness. At the same time, their understanding of mathematical innovation awareness is not deep and most people have a shallow understanding of innovation awareness, with many unreasonable aspects. Their understanding of innovation awareness is also not clear, and they cannot clearly describe the complete content of mathematical innovation awareness. Therefore, it is suggested to strengthen relevant training for pre-service mathematics teachers and provide them with more practical training.
Keywords: Pre-service mathematics teachers, innovation awareness literacy, level of awareness, widespread attention