The Cognition of Pre-service High School Mathematics Teachers on the Implementation of Logical Reasoning Literacy
Haojie Sun, Xun Zhou, Yanyun Meng, Zezhong Yang
Asian Journal of Education and Social Studies · pp. 28–44 · Published 28 Feb 2022
10.9734/ajess/2022/v26i230621Abstract
Currently, logical reasoning literacy has attracted more and more attention from all walks of life, and its implementation has become a research hot point. This study takes 51 master students from a university in China as objects to interview their cognition of the implementation of logical reasoning literacy with two questions. It was found that 1. The cognition focus of them on the implementation of logical reasoning literacy is to make students master the form of logical reasoning and improve logical reasoning ability; 2. The cognition of the implementation of logical reasoning literacy is not comprehensive and not consistent with the implementation measures proposed by predecessors. Therefore, it is suggested that 1. The teachers and experts in charge of training should pay more attention to logical reasoning literacy and provide pre-service high school mathematics teachers with more opportunities for teaching practice; 2. Pre-service high school mathematics teachers should grasp the importance of teaching practice. In the process of practice, the teachers should pay attention to observing the students' learning status, take the initiative to study and research, and constantly reflect, adjust and improve.
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