Research On Teaching Problems And Countermeasures Of "Wide Angle Of Mathematics" In The Third Stage Based On Mathematics Core Literacy

The mathematics curriculum of compulsory education should enable students to gradually form the core literacy to meet the needs of lifelong development through mathematics learning.The 2022 edition of compulsory education mathematics curriculum standards highlights the need to develop teaching objectives that point to core literacy,based on the development of students’ core literacy,and focus on the educational value of mathematics curriculum."Wide angle of mathematics" is a characteristic part of the primary school mathematics textbook of the People’s Education Edition,which contains rich mathematical ideas and is an excellent carrier for cultivating students’ core literacy.Based on the core quality of mathematics,this research adopts the methods of literature research,questionnaire survey,interview and text analysis to conduct investigation and research,deeply analyzes the problems and causes behind the "wide angle of mathematics" teaching in the third stage of primary school,and puts forward a set of operational teaching countermeasures.The paper is divided into five parts: introduction,the basis of "mathematics wide angle" teaching research in the third stage of primary school based on mathematical core literacy,the survey of the current situation of "mathematics wide angle" teaching in the third stage of primary school,the problems and causes of "mathematics wide angle" teaching in the third stage of primary school,and the teaching countermeasures of "mathematics wide angle" teaching in the third stage of primary school based on mathematical core literacy.Through the investigation and analysis of the current teaching situation,it is found that there are teachers who do not grasp the content of the textbook in the "wide angle of mathematics" teaching in the third stage of primary school;Inaccurate positioning of teaching objectives;The lack of students’ subjective status;Teaching reflection is not effective;Students do not fully understand the "wide angle of mathematics" and lack of independent thinking,and analyze the reasons from the perspective of teachers’ teaching,which are that teachers do not pay enough attention to the "wide angle of mathematics" and lack of in-depth research and analysis;The goal setting lacks pertinence,and the awareness of cultivating students’ core literacy is weak;Teachers’ educational ideas are outdated and need to be updated;Insufficient emphasis is placed on reflection on the teaching of "Mathematics Wide Angle".Based on Friedenthal’s mathematics education theory and constructivist learning theory,and based on the cause analysis,the author puts forward countermeasures from the perspective of teaching: improve teachers’ professional quality and give full play to the due value of "wide angle of mathematics";Based on the core quality of mathematics,accurately locate the teaching goal of "wide angle of mathematics";Renew the teaching concept and determine the main position of students;Multiple evaluations should be carried out simultaneously to ensure the cultivation of literacy;Strengthen the "wide angle of mathematics" teaching reflection and constantly sublimate the classroom teaching.