So far, there is no strict and unified definition of mathematical literacy. Some people think that "mathematical literacy" is a relatively stable psychological state in which people acquire mathematical knowledge, skills, mathematical thinking methods, mathematical ability, mathematical concepts and mathematical thinking quality on the basis of congenital and influenced by acquired environment and mathematical education. In the words of Professor Gu Pei of Nankai University, "mathematical literacy" is what remains after all the mathematical knowledge you have learned has been discharged or forgotten. Primary school students' mathematical literacy includes five kinds of mathematical consciousness, namely, sense of number, sense of symbol, sense of space, sense of statistics and sense of mathematical application, four kinds of mathematical abilities, namely, mathematical thinking, mathematical understanding, mathematical communication and problem solving, and the development of mathematical values. I will talk to you about my superficial understanding of cultivating students' mathematical literacy from the following three aspects: 1. Understand the world from a mathematical point of view. Second, think in a mathematical way. Third, use mathematical methods to solve problems. First of all, look at the first aspect: understanding the world from the perspective of mathematics-the cultivation of mathematical consciousness. What is "mathematical consciousness"? For example, students can calculate "48÷4", which shows that students have the knowledge and skills of division. Students will understand, "there are 48 apples, with an average of 4 apples per person." How many people can you give them? " It shows that students have certain ability to analyze and solve problems, but none of them can show that students have mathematical consciousness. In physical education class, 48 students are jumping long ropes, and the teacher has prepared four long ropes, from which students can think of the formula "48÷4", which shows that students have a certain sense of mathematics. (1) Understand the meaning of numbers and the relationship between numbers, and cultivate a sense of numbers. There is a display board in the beijing museum of natural history: "1983, in the navigation survey conducted in the northeast, only two tigers were found in the forest of 7,000 square meters, so the Northeast Tiger was listed as a first-class protected animal." Xiao Yang of university of international business and economics thinks that a standard playground is bigger than 7,000 square meters. If there are two tigers in 7000 square meters, the number of tigers should be very large. How can they be listed as first-class protected animals? So why do so many tourists turn a blind eye to this explanation, while Xiao Yangcan finds the problem? On the one hand, I think Xiao Yang is good at observing and thinking, on the other hand, it shows that Xiao Yang has a good sense of numbers. "Sense of number" is the understanding and feeling of logarithmic essence. The essence of numbers is "more and less" or "big and small", thus transitioning to the order of numbers. The problem of "number sense" can be traced back to animal perception. For example, a dog may dare to fight with a wolf, but if there are two wolves, it will be afraid. If faced with a pack of wolves, it will run away. This shows that animals also know "more and less". In Book Number: The Language of Science, it is recorded that a crow built a bird's nest on the watchtower of a manor. The owner of the manor was very angry about this and decided to kill the crow. However, whenever the manor owner enters the watchtower, the crow leaves the nest until the manor owner walks out of the watchtower. The owner of the manor thought of a way. He found a friend, they went in together, and then came out alone, hoping to leave one person to kill the crow, but the crow was not fooled. Then three people go in, two people come out, four people go in, three people come out, it's still the same. It was not until five people went in and four people came out that the crow could not tell the difference and returned to its nest. This shows that crows can understand numbers at least to 4 or 5. If people can't count, how much can they say? Experiments show that people can only distinguish 4 or 5. It can be inferred that in mathematics, after the invention of counting, there is an essential difference between human beings and animals. Only with the concept of "how much" can human beings understand the concepts of "order" and "successor number" Starting from l, with the help of "successor number", a natural number system is formed; The rational number system is formed by four operations of natural numbers; Through algebraic operation of rational numbers, the real number system is finally formed. Therefore, the concept of "how much" and the natural number generated naturally instead of through operation are the most essential concepts of mathematics and the foundation of primary school mathematics. Therefore, cultivating primary school students' "sense of numbers" is the focus of lower grade teaching. In fact, students already know a lot before entering school, but that's just what they know from their life experience. They have only a very superficial understanding of numbers. Our task is to make these adults look abstract and gradually enrich them in children's minds. The understanding of learning 1 1 ~ 20 in Unit 5, Volume I, Grade One. The teaching focus of this lesson is to let students know the numbers "unit" and "ten" and the counting units "one" and "ten" preliminarily through hands-on operation; Understand that the same number represents different values in different positions. In the first class, I drew the number "1 1" through the guessing game, and then asked the students to put the wooden stick of 1 1 on the desktop, so that others could see it at a glance. When students divide 1 1 root into 10 root and 1 root, then ask them to bind 10 root together. At this time, I will tell you that, like the students, numbers also have their own positions. Show the digital cylinder and you will know the number one and the number ten. 1 branch means 1 branch should be put in a unit cylinder, 1 bundle means 1 ten should be put in a unit cylinder. In addition, students can understand the practical significance of the concepts of "number" and "counting unit" and establish the concepts of "number" and "counting unit" through the mutual conversion process of 1 tens and 10 digits. At the same time, the teaching of "digital cylinder" has also played a very subtle role in the teaching of the concept of "copy". From the analysis of the concept of copy, bundling "10" into 1 bundle means treating 10 as 1. After learning, I asked my classmates, what do you think when you see 20? Liu Yujie said, "I wear size 20 shoes." Liu Xiangyu said; "Twenty is two in ten digits and zero in one digit." Du Yumeng said, "I have 20 new pencils." Ding Zhonglan said: "20 is much bigger than 1 1." If we don't give children the freedom to speak, we probably won't have a chance to know that the numbers in their hearts have such rich connotations. (2) Go through the symbolization process and cultivate the symbolic consciousness. The famous British mathematician Russell said, "What?"