A Study On Teaching Design Of Permeating Model Thought In Primary School Number And Algebra

With the development of modern society,the instrumental and application nature of mathematics subjects has become more and more prominent,and the use of modeling thought can precisely solve various practical problems in life.As early as in the 2011 edition of the Compulsory Education Mathematics Curriculum Standards,modeling thought have been included in the ten core concepts and are used throughout elementary,middle and high school levels,reflecting the progressiveness and continuity of modeling thought in the mathematics curriculum standards and fully demonstrating the importance of modeling thought.At the same time,the content of elementary school number and algebra covers three school levels and is the most important and largest knowledge segment of elementary school mathematics.Most of its content can be extracted from concrete situations in terms of numbers and quantitative relationships,which is an important knowledge link for students to understand and apply modeling thought.The teaching design of modeling in elementary school should focus on the process of perceiving,constructing,and applying modeling thought,which not only can improve the teaching effectiveness of the content area of number and algebra,but also is important for improving students’ problem-solving ability and developing their mathematical modeling literacy.Therefore,this study investigates the instructional design of permeating modeling thought in elementary school number and algebra,which mainly consists of the following elements:First,after reviewing a large number of materials related to elementary school number and algebra and modeling thought,this study composes and summarizes the literature,reviews its development history and research status,and summarizes the relationship between modeling thought and elementary school number and algebra.Secondly,using interview method and text analysis method,we investigate the current situation of modeling thought in elementary school number and algebra,get the results and analyze the reasons,and use NVivo software to qualitatively analyze the excellent teaching cases of number and algebra content,specifically analyze the behavior of teachers and students in the classroom according to the data,and summarize the teaching experience that can be learned.Again,the necessity,feasibility,and principles of teaching design for penetrating modeling thought in elementary school number and algebra are elaborated,teaching objectives,methods,and processes are designed,teaching design is conducted for typical cases in elementary school number and algebra by school period,and relevant conclusions and suggestions are drawn.Finally,the following conclusions were obtained: the current teaching design of elementary school number and algebra content has the following problems: one-sided cognition of modeling thought,lack of excavation of textbook content,unclear direction of teaching objectives,old and backward teaching methods,and lack of modeling teaching experience.The teaching design of modeling in elementary school number and algebra should follow the following principles: contextual principle,modeling principle,progressivity principle,and application principle.The teaching process of modeling in elementary school number and algebra is as follows: create a situation,perceive the model;independent inquiry,construct the model;analyze the problem,solve the model;return to reality,verify the model;practice and consolidate,apply the model.