Research On "Synthesis And Practice" Teaching Of Junior Middle School Mathematics Based On Core Literacy

The Mathematics Curriculum Standards for Compulsory Education(2022 Edition)proposes the core mathematical literacy in the compulsory education stage,and specifies "synthesis and practice" as one of the four major fields of mathematics in the compulsory education stage,aiming to comprehensively improve students’ core mathematical literacy.With the advent of the era of literacy,the exploration of education and teaching in this field has become more realistic.However,the attention paid to "synthesis and practice" in junior high school is far less than that in primary schools,and in the implementation process of this field,it is even rarer to focus on cultivating core mathematical literacy.Therefore,it is particularly necessary to strengthen the teaching research of "synthesis and practice" in junior high school mathematics based on core literacy.The article adopts literature analysis and questionnaire survey methods,based on situational cognition theory,"learning by doing" theory,and learning community theory.Firstly,a questionnaire is developed to understand the implementation status of "synthesis and practice" in junior high school mathematics based on core competencies from both teachers’ teaching and students’ learning;Secondly,using the three fields of "numbers and algebra","graphics and geometry",and "statistics and probability" as bridges,establish the connection between "synthesis and practice" and mathematical core literacy.Taking the "mathematical activities" column in the middle school mathematics textbook of the People’s Education Press as an example,analyze it to provide specific analysis paths for teachers;Finally,propose relevant strategies for developing the core mathematical literacy of junior high school students in the field of "synthesis and practice".Through investigation and research,it is concluded that both teachers and students have a certain understanding of the relevant columns of "synthesis and practice" in the textbooks,and that the organization of teaching activities in this field by teachers depends on the themes provided in the textbooks.However,due to the poor effectiveness of training related to "synthesis and practice" and core mathematical literacy,and the lack of external environment support in implementing "synthesis and practice",As a result,most teachers are not familiar with the essential content of the field enough to bring the value of the activity into play.In addition,by dividing the "mathematical activities" column in the textbooks of the People’s Education Press from content domain to literacy,it is found that it involves all nine literacy levels in junior high school,but the integration of data concepts and innovation awareness is relatively small.Based on the above conclusions,the corresponding countermeasures are proposed: develop a thorough plan from top to bottom;Organize teaching implementation through thick accumulation and thin development;Three introspections to promote professional growth.This provides a reference for effectively cultivating students’ core mathematical literacy during the implementation of the "Synthesis and Practice" activity.