Research on the Cognition of Pre-service High School Mathematics Teachers for Implementing 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 cognition of implementing mathematical abstract literacy of pre-service high school mathematics teachers. To address this gap, this study investigates 51 pre-service high school mathematics teachers through open-ended interviews in order to learn about the cognitive situation of pre-service high school mathematics teachers for implementing mathematical abstract literacy. After analyzing, it can be found that about implementing mathematical abstract literacy: 1. Pre-service high school mathematics teachers do not have a comprehensive cognition; their cognition, both overall and in different dimensions, is not half of the number of recommendations for implementation made by previous authors, and the subjects they realize for implementation are limited to both teachers and students. 2. Pre-service high school mathematics teachers do not have a very reasonable cognition; there is a certain one-sidedness, and some of the ideas lack feasibility or effectiveness, which need to be further explored and considered. Therefore, it is suggested that: 1. Experts and teachers who are responsible for educating teachers should increase emphasis on mathematical abstraction literacy and provide pre-service teachers with more opportunities to practice teaching. 2. Pre-service teachers should take the initiative to study and research, focus on combining theory and practice, and continuously reflect, adjust and improve.