High School Mathematics Classroom Research Articles

A Study on the Application of Task-Driven Teaching Method in High School Mathematics Teaching: Taking “The Determination of Vertical Line and Plane” as an Example

The “Ordinary High School Mathematics Curriculum Standards (2017 Edition, 2020 Revision)” clearly stated in “Teaching Suggestions” that “teaching activities based on the core literacy of mathematics should grasp the essence of mathematics, create appropriate teaching situations, put forward appropriate mathematical questions, stimulate students to think and communicate, and form and develop the core literacy of mathematics.” The task-driven teaching model is a new type of teaching method that takes tasks as the main line, teachers as the guide, and students as the main body, which can enable students to engage deeply in classroom discussions and think actively. Based on the characteristics and principles of the task-driven teaching method, this paper designs a high school mathematics classroom teaching based on the task-driven teaching method, hoping to provide a reference for the majority of front-line teachers.

Research on the Use Power Point (PPT) in Junior High School Mathematics Classroom Teaching

Since PowerPoint (hereinafter referred to as PPT) is of great significance to mathematics teaching, more and more attention has been paid to how to use PPT effectively in junior high school mathematics classroom teaching. This paper uses the method of theoretical analysis, through the analysis of the characteristics of PPT, the current teaching situation and the problems existing in students' mathematics learning, combined with the various requirements of the Mathematics Curriculum Standards for Compulsory Education (2022 Edition) (hereinafter referred to as The Standards) for junior high school mathematics teaching, puts forward four strategies for using PPT in junior high school mathematics classroom teaching. Through analysis, we can know that PPT is characterized by its powerful presentation function, dynamic presentation effect, lacks of procedural presentation, multiple ways of emphasis, and strong inclusiveness. The current problem of students in mathematics learning is students do not have a firm grasp of basic knowledge and have an inaccurate understanding of many concepts, students' ability to analyze and solve mathematical problems is weak, and they cannot accurately understand the conditions and requirements of the problems, students lack enthusiasm for learning mathematics, and students have improper learning methods and lack the habit of writing on time. The current situation of mathematics classroom teaching is teachers pay too much attention to the teaching of problem-solving methods and calculations and neglect the inspiration and training of problem-solving ideas, teachers' teaching resources are obsolete, and the use of information technology in teaching is inadequate, teachers' teaching methods are rigid and lack diversity and innovation, and the interaction between teachers and students is mostly ineffective and the overall participation of students is low. The standard puts forward specific requirements for the teaching of number and algebra, graphics and geometry, statistics and probability in junior high school. Therefore, through the above analysis, we give the following suggestions: 1. Making full use of the multiple emphasis effect of PPT to highlight different mathematical symbols; 2. Skillfully using the dynamic presentation function of PPT to make the process of mathematical knowledge formation dynamic; 3. Expanding the scope of use of PPT and give full play to the value of PPT in all aspects of teaching; 4. Integrating and collocating a variety of technologies reasonably, and use PPT in a variety of ways to teach mathematics. These strategies can be used for reference by junior high school mathematics teachers in practical teaching.

Discussion on the Skillful Use of Mind Maps in High School Mathematics Teaching

With the continuous development of China’s education, the social requirements for high school teaching are constantly improving. The teaching of high school mathematics is a key point in the high school curriculum, but also a major difficulty. Due to the strong logic and abstraction of the content of high school mathematics, some students find it very difficult to learn. In order to solve this problem, high school mathematics teachers can make use of mind maps to teach, so that students can exercise their thinking ability, and realize the improvement of comprehensive ability in mathematics. This paper analyzes the shortcomings of high school mathematics classrooms under the background of new curriculum reform and discusses the significance and methods of applying mind maps in high school mathematics classrooms, so as to put forward reasonable suggestions for realizing the efficient teaching of high school mathematics.

Identity, Power, and Dignity: A Positional Analysis of Gisela in Her High School Mathematics Classroom

Multiply minoritized learners face racialized, gendered, and ableist hierarchies of mathematical ability that shape the organization of schools and classrooms and can significantly challenge access to identities as mathematical learners and practitioners as well as to fundamental human dignity. Classrooms and everyday interactions can perpetuate or interrupt these conditions. Contributing to questions about the relationships among identity, power, and dignity in mathematics learning, this article presents a positional interaction analysis of Gisela, a Disabled 10th-grade Latina student, as she took up, challenged, and renegotiated identities of mathematical thinker, learner, and community member over the course of one school year.

ALEKS in High School Mathematics Classrooms: Exploring Teachers’ Perceptions and Use of this Tool

There has been a limited amount of research that has attempted to determine teaching strategies using adaptive learning systems. Most studies have attempted to measure success of the use of these technologies based on improvements in students’ test scores but have lacked to provide any information regarding the pedagogy implemented while using the tool or teachers’ perceptions of it. A basic qualitative study was conducted where five Chicagoland high school mathematics teachers, who used the Assessment and Learning in Knowledge Spaces (ALEKS) system, were interviewed three times during one academic school year. This study asked participants to share first-hand experiences and perceptions of using ALEKS as the main learning tool. Teachers used ALEKS for assessing student understanding through its quizzes and assignments, analyzing student progress, and allowing students to practice and receive feedback on mathematical concepts. The findings of this study indicate that teachers found ALEKS to be easy to use and useful in their teaching. Specifically, teachers cited the assessment tools, built-in feedback, ability to personalize learning, and the accessibility of learning tools for students as useful in their teaching.

Reflections on Implementing Reasoning Ability in Junior High School Mathematics Classroom Teaching

Reasoning ability is a hot topic in the field of education at home and abroad. Based on the meaning and training requirements of reasoning ability in the Mathematics Curriculum Standards for Compulsory Education (2022 Edition), this paper studies the current teaching status of classroom reasoning ability in junior high schools, and draws the following conclusions: 1. Teachers carry out teaching activities closely around the requirements of curriculum standards and textbook content; 2. Some teachers, especially veteran teachers have the thinking inertia of teaching; 3. Most students can only focus on what they are currently learning; 4. Students are inert in learning. Therefore, this paper gives the following four teaching suggestions: 1. Teachers engage in group lesson planning; 2. Teachers include a section in the exercise class where students explain the exercises; 3. The teacher expands the content of the textbook appropriately when teaching, and shows students the theorem-proving process; 4. Teachers conduct unit thematic teaching activities. The above four suggestions will help teachers to cultivate students' reasoning ability.

Reflection on Implementing Data Concept in the Junior High School Mathematics Classroom

As one of the core literacy proposed by the Mathematics Curriculum Standards for Compulsory Education (2022 Edition), the implementation of the data concept in the current junior high school mathematics classrooms has attracted much attention in China. This paper used the method of theoretical research, through in-depth and systematic analysis of the meaning of data concept literacy in curriculum standards and the requirements for junior high school students, through literature review, in-depth and systematic analysis and induction of the current teaching situation, as the theoretical basis of this study, four suggestions were put forward: 1. Design implementable statistical activities; 2. Focus on summarizing the similarities and differences and characteristics of data analysis methods; 3. Use of multimedia emerging technologies to assist teaching effectively; 4. Design the topic of probability to carry out special training, hoping to provide ideas for better development of junior high school mathematics teaching.

A Practical Study on Performance Assessment in High School Mathematics Classrooms

A Practical Study on Performance Assessment in High School Mathematics Classrooms

Examining the Integration of Model Concept Literacy in Mathematics Instruction for Junior High School Students

Compulsory Education Mathematics Curriculum Standards [1] emphasizes the core literacy of model concept, and there are many current studies around model concept, but there are few analyses aimed at the implementation of the model concept literacy of the junior high school mathematics curriculum standard in the junior high school mathematics classroom teaching, so this paper analyzes the feasibility of and strategies for the implementation of the model concept based on the connotation of the model concept and the current status quo of junior high school mathematics teaching. Teachers can take the form of collective lesson planning to strengthen the understanding of the connotation of the model concept; introduce the materials related to mathematical learning that occurs in real life into the classroom promptly, and show them to students in the classroom in a contextual way; explain the process of mathematical modeling, knowledge points, analytical ideas, and other basic knowledge, and use a variety of teaching methods such as inspirational, discursive, exploratory, and practical, to create a relaxed and free learning atmosphere; promote students' mastery of equations, inequalities, functions, and other knowledge, creating opportunities to cultivate model concept literacy, consciously carrying out practical teaching activities, improving the ability to use mathematical models to solve problems, etc., to be able to truly implement the model concept in the classroom.

Reflection on Implementing Geometric Intuition in the Junior High School Mathematics Classroom

As one of the core literacies emphasized in the Mathematics Curriculum Standards for Compulsory Education (2022 Edition), geometric intuition has been widely valued in the current junior high school mathematics teaching. Based on the method of theoretical analysis, this paper analyzes the connotation of geometric intuition literacy combines it with the practice of current mathematics classroom teaching, and proposes four implementation strategies for geometric intuition literacy in junior high school mathematics classrooms, which are as follows: 1. Add operational practice to classroom teaching; 2. Provide thematic courses related to ruler drawing; 3. Reasonable use of modern educational technology to assist classroom teaching; 4. Organize special questions about charts to practice with students. These strategies can be used for reference by junior high school mathematics teachers in practical teaching.

Implementing Abstraction Ability Literacy in Junior High School Mathematics Classroom Teaching: Strategies to Apply

Implementing Abstraction Ability Literacy in Junior High School Mathematics Classroom Teaching: Strategies to Apply

Research on the Implementation of Space Concept Literacy in the Junior High School Mathematics Classroom Teaching in China

Current junior high school mathematics classrooms are increasingly focusing on the implementation of mathematics core literacy in China. Space concept literacy is one of the core literacy, so its implementation is attracting much attention. Based on clarifying the connotation and requirements of space concept literacy in the Mathematics Curriculum Standards for Compulsory Education (2022 Edition), and analyzing the highlights and deficiencies of junior high school mathematics classroom teaching, this paper puts forward four strategies for the implementation of space concept literacy in the classrooms: 1. designing life-related geometric inquiry activities with clear programs; 2. making reasonable use of objects and models; 3. adding measurement, graphing, manipulation into the teaching process; 4. flexibly using mathematics teaching software and emerging technologies to assist teaching. It is hoped that these strategies can provide ideas for the better development of junior high school mathematics teaching.

Research on Implementation of Application Consciousness Literacy in Junior High School Mathematics Classroom Instruction

The Compulsory Education Mathematics Curriculum Standard (2022 Edition) proposes that the junior high school mathematics curriculum should cultivate students' mathematical application consciousness literacy in China. The classroom is the main position for students to learn mathematical knowledge, so how to better implement the cultivation of junior high school students' mathematical application consciousness literacy in classroom teaching is a key issue we need to study. This paper adopts the method of theoretical research. The first part explains the research questions. The second part analyzes the characteristics based on the connotation and requirements of application consciousness literacy. The third part analyzes the current situation of junior high school mathematics teaching. The fourth part puts forward the following training strategies to promote the implementation of application consciousness literacy: 1. Adopting a rich variety of teaching methods to stimulate the students' interest in learning; 2. Tapping into the connection between mathematical knowledge and real life to cultivate the students' mathematical vision; 3. Implementing interdisciplinary teaching to establish the connection between different disciplines; 4. Creating practical situations to enable students to form a learning style that combines theory and practice. The fifth part summarizes the full text.

Investigation and Research on Group Cooperative Learning in Junior High School Mathematics Teaching

Mathematics classroom under the concept of Curriculum Standard is one of the effective ways to cultivate students' autonomy, cooperation and inquiry. Cooperative learning is used to improve the efficiency of mathematics classroom. However, there are still some problems in the process of using it. One of the manifestations of some students in many schools is that they don't actively participate in group discussions in class, and the learning effect is obviously not high. Therefore, students in the mathematics classroom are analyzing the learning problems involved in the junior high school mathematics classroom at this stage, aiming at the existing effective methods and strategies, combining the characteristics of junior high school mathematics, and can use them to improve the efficiency of practical classroom teaching practice, so that group collaborative learning and junior high school mathematics classroom can be effectively integrated.

Measuring self‐regulated learning in a junior high school mathematics classroom: Combining aptitude and event measures in digital learning materials

AbstractBackgroundMeasurement of students' self‐regulation skills is an active topic in education research, as effective assessment helps devising support interventions to foster academic achievement. Measures based on event tracing usually require large amounts of data (e.g., MOOCs and large courses), while aptitude measures are often qualitative and need careful interpretation. Precise and interpretable evaluation of self‐regulation skills in a normal K‐12 classroom thus poses a challenge.ObjectivesThe present study proposes and explores a learning analytics method of combining aptitude and event measures to evaluate student's self‐regulation skills.MethodsAn explorative learning analytics study was conducted in a junior high school mathematics class ( students), using a three‐lesson intervention with digital learning materials. Students first assessed their self‐regulation skills with a self‐report questionnaire, after which trace logs and observations of student behaviour were collected. Learning sessions were extracted from trace logs, clustered, and linked to learning strategies. Students were clustered by the self‐report results and learning behaviour profiles. Session clusters, student behaviour clusters and assignment grades were also tested for association.Results and ConclusionsThe detected session and student behaviour types were linked to learning tactics and strategies found in prior studies. Additionally, association was found between self‐reported self‐regulation skills and the student behaviour obtained from trace logs.ImplicationsThe results demonstrate the feasibility of concurrently using aptitude and event measures on a classroom scale, providing teachers with a tool to evaluate and support self‐regulated learning. Combined with further measures like predictive learning analytics, teachers can obtain an early and highly interpretable picture of at‐risk students in their classes.

A Practical Investigation of PBL Model in Chinese Classroom teaching

The New teaching model must regard students as the center of the whole teaching activities. Teachers, teaching materials and other teaching means should serve students' " Students should be actively involved in teaching activities and act as the "protagonists" of teaching. However, there are some problems in the process of changing from a single teacher's lecture to teacher-student interaction. These problems make it difficult for classroom teaching to achieve the expected effect. Therefore, this study combines the PBL teaching model with junior high school mathematics teaching to improve students' mathematical literacy and comprehensive ability in junior high school mathematics classroom teaching. By teaching in problem situations, it improves students' ability to discover and solve problems, focuses on cultivating students' practical spirit and cooperative consciousness, and meets the contemporary requirements of cultivating talents and the development of mathematics teaching.

Modeling basic school teachers acceptance of instructional technology in advancing mathematical pedagogy in Ghana

In this study a modified technology acceptance model (TAM) was used to examine factors that determine information and communication technology (ICT) adoption in junior high school (JHS) mathematics classrooms in Ghana. The study purely employed a quantitative research method. A cross sectional survey was conducted using 180 basic school mathematics instructors in the Kumasi Metro using a questionnaire. Multiple stepwise regression was used as the statistical technique to analyze the data. The study found that usage training, perceived ease of use (PEU), perceived usefulness (PU), and attitude towards use (ATU), had a direct and positive impact on the JHS mathematics instructors’ intentions to utilize ICT for academic purposes. It was likewise concluded that the perceived ICT usefulness was found to be the most influential factor for the instructors’ intention to utilize ICT. The significant effect of usage training was statistically supported against the original TAM constructs utilized in this study. Also, the result from the study further reveals that mathematics facilitators intension to use ICT is not merely based on PEU, PU, and ATU, but fostered through educational culture to train their teaching staff in order to increase their competence and ability to use the instructional technology for academic purposes.

The Research of Function Teaching Method in High School Mathematics Classroom

The Research of Function Teaching Method in High School Mathematics Classroom

Research on Teaching Strategies of Deep Learning in High School Mathematics from the Perspective of Core literary

With the further deepening and development of China's new curriculum reform, cultivating students' core literacy is not only one of the major needs of education reform in China, but also an inevitable need to further cultivate students' professional quality. There is no doubt that high school mathematics, as an important subject of the main subject, occupies an important position in the high school curriculum. It is necessary to use the teaching method of "deep learning" to effectively improve students' mathematical literacy and enhance their core literacy. Higher requirements are put forward in "deep learning" for the classroom teaching of math teachers in high school. This paper takes the cultivation of students' core literacy as the starting point, according to the current situation of high school mathematics classroom teaching, and deeply explores the teaching strategies of the teaching method of "deep learning" of high school mathematics.

Implications of Meaningful Learning Theory for High School Mathematics Classroom Teaching—Take "Plural" as an Example

Implications of Meaningful Learning Theory for High School Mathematics Classroom Teaching—Take "Plural" as an Example