A Study On The Current Situation Of Problem Context Creation In High School Mathematics Teaching

With the deepening of the new curriculum reform,more and more scholars and front-line teachers have begun to pay attention to the creation of problem contexts in mathematics teaching.The new standards for high school mathematics also point out that high school mathematics teaching should be oriented to the development of students’ core literacy in mathematics,based on specific teaching contents and students’ actual situations,creating suitable contexts to inspire students’ thinking,helping students to learn independently,guiding students to master the content of mathematical knowledge The core literacy of mathematics can be developed.Therefore,it is important to investigate how teachers can effectively create problem situations for teaching and learning,and the influence of textbooks,as the most widely used teaching materials and the "spokesperson" of curriculum standards,on teaching and learning is self-evident.Therefore,this study will analyze the contextual problems in the textbook and the current situation of teachers’ teaching by creating problematic situations,using the Shanghai Education version of the high school mathematics textbook as the main line.This study mainly discusses the following three issues:1.What is the current situation of setting up contextual problems in the new Shanghai high school mathematics textbook?2.How do teachers deal with the contextual problems in the textbooks in daily teaching? What are the difficulties and obstacles faced by frontline teachers in creating contextualized problems for teaching?3.What are students’ evaluations and expectations of contextual problems in mathematics textbooks? How do students perceive teachers to create contexts for teaching in the classroom?This study will construct a textual analysis framework to analyze the content of the textbook in order to understand the characteristics of setting contextual problems in the textbook;meanwhile,a mathematics teacher in the senior class of Shanghai H High School and the students in her class will be used as the research subjects to record the teachers’ creation of problematic situations in the mathematics classroom through classroom observation,and to understand students’ evaluation and suggestions on the contextual problems in the textbook and their views on the teachers’ creation of situations for teaching in the classroom through a questionnaire survey;the interview will be used as a supplementary tool to interpret and explain the findings related to the classroom observation and the questionnaire survey.The following conclusions were obtained from this study:(1)the setting of contextual problems in mathematics textbooks is reasonable in all dimensions,but there is still some room for improvement;(2)textbooks are the main source of materials for teachers to create contextual problems,and teachers usually use the contextual problems in textbooks directly in their daily teaching,and sometimes they also make appropriate adaptations to the problems,and the difficulties they face in creating contextual problems for teaching are mainly due to the teaching schedule.(3)Most students have positive attitudes toward the contextual problems in the textbook and are more concerned about the realism of the context.Most students think that teachers creating contextual problems in the classroom will have a positive impact on mathematics learning.Based on the results of the study,the researcher put forward some inspirations and suggestions for the creation of problem situations,hoping that the research in this paper can provide some ideas for the textbook writers and the general high school mathematics teachers on the creation of problem situations.