Research on the Cognitive Degree of Pre-employment High School Mathematics Teachers for Mathematical Abstract Literacy

Abstract

Currently, mathematical abstract literacy has attracted extensive attention from all walks of life. Many relevant problems about it have been studied except the cognitive degree of mathematical abstract literacy of pre-employment high school mathematics teachers. To address this gap, this study investigates 51 pre-employment high school mathematics teachers' cognitive degrees of mathematical abstract literacy through open-ended interviews. After analyzing, it can be found that: (1) The cognitive scope of the current pre-employment high school mathematics teachers' mathematical abstract literacy is not wide, and more than half of the content of mathematical abstract literacy has not been realized by many pre-employment teachers yet; (2) The cognition of many pre-employment teachers is not deep and lacks continuity and gradualness; (3) The cognition of many pre-employment teachers for many aspects of mathematical abstract literacy is not very clear. Therefore, it is suggested that: (1) Experts and teachers who are responsible for educating teachers should pay more attention to mathematical abstract literacy and add relevant courses; (2) Pre-employment high school mathematics teachers should understand the content of mathematical abstract literacy comprehensively and deeply, and clarify relevant statements.