Exploring The Teaching Design Of Middle School Mathematics Based On Mathematical Communication

In the context of quality education,paying attention to the current situation of students’ mathematical communication and cultivating their mathematical communication skills are conducive to cultivating students’ mathematical thinking skills and developing their core mathematical literacy.Mathematical communication is an important influential factor affecting students’ mathematical learning and teachers’ teaching,and at the same time the psychology and behavior of junior high school students are easily influenced by the outside world.Paying attention to the cultivation of junior high school students’ mathematical communication has become the trend and trend of secondary mathematics education reform.However,most of the current research on the ability of mathematical communication stays at the stage of status quo and strategy.How to integrate the strategy into specific teaching practice and fully realize the value of mathematical communication has become a hot spot of concern in current secondary school mathematics education.In this study,middle school students in a middle school in Xining City were taken as the subjects of investigation,and the overall level of middle school students’ mathematical communication,the variability of middle school students’ mathematical communication in gender and grade perspectives were understood through statistical analysis method and interview method,and strategies for improving middle school students’ mathematical communication were proposed based on the existing problems,and attempts were made to integrate the improvement strategies into teaching practice,and the main conclusions reached were.1.The overall level of middle school students’ mathematical communication is at an intermediate level,and the five dimensions of middle school students’ mathematical communication are ranked from highest to lowest by score mean:awareness of mathematical communication,level of mathematical knowledge and skills,effectiveness of mathematical communication,mode of mathematical communication,and conditions of mathematical communication.2.There was no significant gender difference in the level of mathematical communication among junior high school students in terms of gender,and in terms of mean value,the mean value of scores of mathematical communication was slightly higher for boys than for girls.4.there is a significant difference in the level of mathematical communication among junior high school students in terms of grade level,from the mean value,the score of mathematical communication in grade 7 is slightly higher than the score of mathematical communication in grade 8,and the score of mathematical communication in grade 8 is slightly greater than the score of mathematical communication in grade 9.5.Based on the analysis of the current situation,the problems of middle school students’ mathematical communication,such as the single way of mathematical communication,the poor ability of some students to express mathematical language,etc.,are proposed to improve the strategies of middle school students’ mathematical communication: creating a good mathematical communication environment,focusing on the learning and application of mathematical language,setting effective mathematical problems,diversifying the evaluation of students’ mathematical communication status,and strengthening the control of mathematical communication classroom.The following are some of the strategies for improving mathematical communication6.We tried to put the strategies for improving mathematical communication into teaching practice,and through experimental analysis of the changes in grades in the control class and the experimental class,and interviews with students in the experimental class about their mathematical communication status,we found that there were improvements in students’ grades and interest in mathematics learning.