| Under the educational background of curriculum reform in the new era,mathematics teaching should not only focus on the mastery of students’ professional skills,but also on the cultivation of students’ core literacy and comprehensive quality,so as to meet the high requirements of society for talents.The Mathematics Curriculum Standards for Compulsory Education(2022 Edition)clearly emphasizes the important role of teaching mathematical culture in cultivating students’ core literacy.The integration of mathematical culture in the teaching process of the number and algebra domain in junior high can help students in this special developmental period of junior high to deeply understand the connection between mathematics and the real world,accelerate the understanding of mathematical concepts,and construct a basic mathematical knowledge system,so as to improve students’ abilities of logical reasoning,mathematical abstraction and practical application,and promote the enhancement of their core literacy.Therefore,this study combines various methods such as literature research,classroom video analysis,experimental research,questionnaire survey and interview survey to investigate "teaching number and algebra in junior high based on mathematical culture".Firstly,this study conducted a literature review from three perspectives: mathematical culture education,junior high number and algebra domain teaching,and junior high number and algebra domain teaching based on mathematical culture,and analyzed the current situation by means of video lesson analysis and teacher interview survey;Secondly,under the guidance of mathematics education theory,contextual cognitive theory and constructivist theory,seven strategies for teaching mathematics culture-based middle school number and algebra domain were proposed to address the problems of teaching mathematics culture in the classroom of middle school number and algebra domain,and this was used to complete the construction of a model of teaching mathematics culture-based middle school number and algebra domain;Then,on the basis of the teaching model proposed in this study,a case study was designed based on the unit teaching of "quadratic equations",including the description of the unit teaching design and the design of a specific lesson teaching case;Finally,based on the case design,a teaching experiment was conducted in a junior high in Liaoning Province with the lesson of "quadratic equations" as an example.Based on the above study,we can conclude that: first,through analyzing the existing relevant literature,video lesson examples and teacher interviews,we can see that the current research focus on mathematical culture has gradually transitioned from connotation and value to mathematical culture education,but there is a lack of effective teaching tools in the field of middle school number and algebra;Secondly,in response to the above problems,seven strategies for teaching number and algebra in junior high based on mathematical culture are proposed,and a model for teaching number and algebra in junior high based on mathematical culture is constructed,which is elaborated in four aspects: theoretical basis of the model,teaching objectives,operation procedures and implementation conditions;Thirdly,case design and teaching experiments were conducted based on the above teaching model.The comparative analysis of the pre and post test results verified that the teaching model has a facilitating effect on students’ mathematical learning;through questionnaires and interviews,it can be found that students’ overall satisfaction with the teaching model is high.Thus,it can be concluded that the teaching model based on mathematical culture in the area of number and algebra in junior high can improve students’ interest in learning,help them understand relevant mathematical concepts,enhance their mathematical literacy,and thus improve their overall quality.Due to the limitations of the author’s ability and time,there are still many shortcomings.Combined with the feedback effect of practice,the author will continue to explore and improve in the subsequent research. |
