A Study on Teaching Strategies for Cultivating Mathematical Operations Literacy in High School Students under the CTI (Construct-Transfer-Innovate) Teaching Model

Abstract

The General High School Curriculum Standards outline six core competencies, among which ‘mathematical operation’ is the most fundamental, critical, and frequently used. Under the current educational reform, how to effectively cultivate students' mathematical operation competencies has become a topic of significant concern both domestically and internationally. CTI (Construct-Transfer-Innovate) teaching model was proposed by Chinese education researcher Ping Yu in recent years. It is a teaching model designed primarily to develop students' core mathematical literacy. This paper employs theoretical research methods to explore the application of the CTI teaching model in fostering students' core mathematical operation competencies. Based on a clear understanding of the definitions and requirements of the CTI teaching model and mathematical operation literacy, and in conjunction with the current state of mathematical operation literacy in secondary schools, this paper proposes strategies for cultivating students' core mathematical operation literacy under the CTI teaching model: 1) Teachers should create authentic contexts to facilitate knowledge construction; 2) Emphasise foundational knowledge and place importance on teaching demonstrations; 3) Design variant problems to drive transfer and application; 4) Design innovative problems to stimulate creative thinking. These strategies can effectively enable students to actively construct computational rules and logical systems in appropriately designed real-world contexts. Emphasising foundational knowledge and instructional demonstrations helps students to value foundational computational skills, while appropriately designed transfer problems establish connections between mathematical knowledge and mathematical thinking methods. These problems also assist students in developing computational strategies and speed, as well as multiple solutions to a single problem. Addressing deep-level mathematical problems and structurally complex issues helps to expand students' thinking and cultivates their ability to apply operations innovatively to solve complex problems. It is hoped that educators will draw inspiration from these strategies, combine them with reflection and evaluation, and ultimately enhance students' core mathematical operational literacy.