Mathematics Classroom Instruction Research Articles

Research on the Usage of PPT in Mathematics Teaching in China

With the advent of the information age, information technology has been widely used in mathematics classroom teaching. How to use PowerPoint (hereinafter referred to as PPT) effectively in mathematics teaching has received more and more attention. At present, there has been much research on it in China, however there is no complete overview and organized literature in this regard. This paper sorts out and summarizes the previous relevant studies and draws the following conclusions: (1) Previous studies on the usage of PPT in mathematics teaching mainly focus on three aspects: the value of PPT, the use of PPT and the use skills of PPT. (2) Previous research methods were single, and suggestions were mainly made through literature research, and the research conclusions were concentrated. The research on the value of PPT has not been deeply discussed and analyzed, so it lacks completeness. Most of the studies only focus on students, and there is no excessive and in-depth discussion on teachers' ability requirements. In addition, the research on the use skills of PPT has not been further implemented and verified, so the feasibility of the conclusion cannot be guaranteed. (3) There are still some gaps in the research on this topic. Most studies focus on the compulsory education stage, and there are few studies on the senior high school stage; Previous studies rarely discussed the disadvantages and shortcomings of PPT, and then did not discuss the problems that teachers should pay attention to avoid when using PPT; There are no relevant surveys and studies on students' attitudes towards PPT.

Curriculum Reform of Higher Vocational Mathematics Under the Background of Digital Transformation

Under the background of digital transformation, the reform of the higher vocational mathematics curriculum faces urgent challenges and opportunities. This article explores the impact of digital transformation on the reform of higher vocational mathematics curriculum and emphasizes the importance of improving teaching methods centered on learners. The article proposes specific reform methods and discusses the practical application of digital technology in the reform process. By combining digital technology with specific reform methods, further conducting innovative practice research, and continuously exploring the path of reform, we can effectively improve the quality of higher vocational mathematics classroom teaching and provide strong support for the cultivation of comprehensive qualities and employment abilities.

Optimization Strategy for the Reform of Applied Mathematics Teaching in Higher Vocational Colleges

In the face of the impact of economic globalization and cultural diversification, higher vocational colleges must provide more diversified and intelligent multi-dimensional education services for college students to promote the rapid innovation of subject teaching and improve student-centered education and teaching concepts. Based on this background, applied mathematics, as a very important basic course in higher vocational education, must carry out all-around teaching reform to continuously improve the comprehensive quality of mathematics of contemporary college students. Therefore, based on the practical experience of applied mathematics teaching and the collation and summary of relevant references, this study explores how to optimize the reform of applied mathematics from several aspects, to further improve the quality of applied mathematics teaching and the comprehensive quality of contemporary college students in mathematics by creating a new model of applied mathematics classroom teaching in higher vocational colleges.

Research on Strategies for Improving Teaching Efficiency of Middle School Mathematics Classrooms under the Background of Key Competencies

With the deepening of the new curriculum reform, the cultivation of Key Competencies has become a key task in subject teaching. The Key Competencies of the mathematics discipline reflects the nurturing value of the mathematics discipline and has an important role and significance for the growth and development of students. The classroom is the main position for cultivating students' Key Competencies and imparting knowledge, so it is very necessary to improve the efficiency of classroom teaching and cultivate students' Key Competencies. This paper analyses the importance of improving the efficiency of classroom teaching in the context of Key Competencies and the current status quo of junior middle school mathematics classroom teaching, and on this basis proposes strategies to improve the efficiency of classroom teaching, to promote the cultivation and enhancement of students' Key Competencies.

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.

Discussion on teacher-student interaction strategies in rural primary school mathematics classroom teaching under new curriculum standards

Discussion on teacher-student interaction strategies in rural primary school mathematics classroom teaching under new curriculum standards

智慧学习环境下高等数学课堂教学实践研究

智慧学习环境下高等数学课堂教学实践研究

Reconstruction of the Mathematics Classroom Teaching System under the New Curriculum Philosophy—Analysis Based on Compulsory Mathematics Curriculum Standards (2022)

Reconstruction of the Mathematics Classroom Teaching System under the New Curriculum Philosophy—Analysis Based on Compulsory Mathematics Curriculum Standards (2022)

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.

Analysis of Operation Ability Literacy in Junior Middle School Mathematics Classroom Teaching

The "Compulsory Education Mathematics Curriculum Standards (2022 Edition)" revised in 2022 clearly points out that the cultivation of mathematical operation ability is of great significance and value to the development of students' core literacy. Starting from the analysis of the connotation and requirements of mathematical operation ability literacy in the new curriculum standard, this paper analyzes the current situation of implementing mathematical operation ability literacy in the current junior middle school mathematics classroom teaching. Therefore, specific suggestions are put forward for the implementation of operation ability literacy: 1. Teachers should pay attention to the introduction in class and students' mastery of algorithms and calculation laws; 2. Teachers should standard their own problem-solving process to play an exemplary role; 3. Teachers should emphasize the principle of operation so as to encourage the students to make simple calculations; 4. In the teaching process, teachers should pay attention to guiding and questioning students, so as to promote the development of students' mathematical reasoning ability. These strategies can provide a reference for junior middle school mathematics teachers to cultivate students' mathematical operation abilities.

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.

Design and Application of Evaluation Method for Civics Classroom Based on CRITIC Fuzzy Algorithm

INTRODUCTION: Through in-depth study of mathematics classroom evaluation, teachers can be provided with scientific evaluation indexes and methods to improve the quality and effectiveness of teaching, promote the overall development of students, and promote the professional growth of teachers.
 OBJECTIVES: Based on the CRITIC and fuzzy comprehensive evaluation methods, this study aims to investigate the effectiveness and accuracy of evaluation methods in math classrooms. Based on the CRITIC method, the undefined complete evaluation method was introduced to solve the problem of subjectivity and uncertainty in the evaluation process.
 METHODS: Various research methods were used, including observation, interviews, and questionnaires. By comprehensively analyzing the students' performance, feedback and assessment, and the teachers' pre-class preparation, and using the CRITIC and fuzzy comprehensive evaluation methods, the Author can accurately evaluate the strengths and the direction of improving mathematics classroom teaching.
 RESULTS: The study results show that the CRITIC and fuzzy comprehensive evaluation methods can provide a more comprehensive, accurate, and objective evaluation of the math classroom. The undefined complete evaluation method plays a vital role in dealing with ambiguity and uncertainty in the evaluation process, making the evaluation results more objective and reliable.
 CONCLUSION: Mathematics classroom evaluation methods based on the CRITIC and fuzzy comprehensive evaluation methods are effective and accurate. These findings strongly support improving the quality of mathematics classroom teaching and enhancing students' learning outcomes.

Looking Around Research on Proof in Mathematics Education in Korea

This study aimed to provide an overview of the research on proof in mathematics education that has been conducted in Korea. The 85 studies exploring proof in mathematics education in Korea were selected through three stages, and all the studies were published in peer-reviewed journals. The studies were categorized in terms of research theme and research period. In terms of research theme, the studies were classified into seven categories. The studies on teaching and learning proof in mathematics classrooms have been relatively the most active and numerous. Next, the studies on text related to proof, theoretical and linguistic issues, students’ performance on proof, and gifted students’ learning proof have been carried out. In contrast, the studies on learning proof at the university/tertiary level and mathematics teachers’ concept of proof have been conducted relatively deficiently. Several representative studies for each research theme were introduced briefly. In terms of research period, the 85 studies were classified into three periods: the grounding period of 1990-2000, the growing period of 2001-2013, and the declining period of 2014-2023 (present). Through a review of the studies regarding research period, it was confirmed that the studies on proof in mathematics education in Korea were influenced by the socio-cultural context related to mathematics curriculum which has been developed and implemented at the national level. Finally, it was suggested that advanced technologies including AI and computer-based proof assistants should be considered in future research on proof in mathematics education in Korea.

On the Research and Practice of Ideological and Political Teaching in Discrete Mathematics Course

"Curriculum Ideological and Political Education" is put forward to change the situation that teachers pay attention to imparting professional knowledge and neglect guiding students' correct values, and it is an inevitable trend of contemporary education mode. In the process of teaching, we should thoroughly implement the "course ideological and political education" into the classroom teaching of discrete mathematics, and fully implement the requirements of "three-round education" under the guidance of the "4-4-5" ideological and political curriculum system with the aim of "cultivating people by virtue". We will continue to explore, practice, reform and innovate in teaching process, methods and strategies, teaching content, organizational process and evaluation mechanism to help students establish their ideals and beliefs.

IMPLEMENTATION OF DIRECT INSTRUCTION IN MATHEMATICS CLASSROOMS DURING THE NEW NORMAL

The development of the covid-19 vaccine and the impact of online learning enable the government in Indonesia to remove some restrictions caused by the pandemic and our situation now is called the new normal. In the sector of education, some schools already implemented PTMT (Pembelajaran Tatap Muka Terbatas) by fully implementing face-to-face learning with some restrictions recommended by the government. One of the learnings that most teachers used was direct instruction. This study employed a sequential explanatory design to investigate the implementation of direct instruction in mathematics classrooms during the new normal. Firstly, we measured the effectiveness of direct instruction. Secondly, we investigated the factors affecting the results of our measurement of learning effectiveness. Two classes of the eleventh grade in one of the high schools in Makassar were chosen as the sample of our study. The findings of our study imply that the implementation of direct instruction in the mathematics classroom is not effective during the new normal based on the mathematics test results of the students. However, students and teachers respond positively to the implementation of direct instruction in mathematics lessons during the new normal. Our interview results reveal several factors causing the ineffectiveness, which were lesson duration, the number of tasks, and the short deadline of tasks from other subjects. Thus, the students cannot focus and overlook mathematics because they shift their focus to other subjects.

Math Is Not a Universal Language: Supporting Middle School Students with Learning Disabilities Using Explicit Vocabulary Instruction in Mathematics Classrooms

AbstractMiddle school students with learning disabilities often struggle with reading and literacy skills, including vocabulary, and require support in content‐area classes such as mathematics where weak vocabulary knowledge can negatively affect learning, achievement, and deep understanding. However, in general, middle school mathematics teachers do not receive training in literacy instruction, much less in explicit vocabulary instruction. Additionally, relatively few studies have examined content‐area vocabulary instruction at the middle or secondary school level. This study addressed these gaps in the research by examining the effect of a performance feedback and coaching intervention on middle school mathematics teachers’ use of explicit mathematics vocabulary instruction. Results of the study indicate that performance feedback and coaching had moderately positive effects on teachers’ use and quality of explicit mathematics vocabulary instruction.

Language as a resource for teachers describing mathematics classroom teaching and learning: a comparative approach

Describing mathematics classroom teaching and learning is part of a professional expertise. Comparing ‘our distinct stories’ and ‘our professional languages’ about teaching and learning in mathematics classes around the world, reveals cultural and linguistic underpinnings of our ‘stories’ and ‘languages’. Analysing and understanding these ‘stories’ and ‘languages’ in the form of narratives of classroom lessons, is a methodological approach that allows us to study and compare language as a resource across different cultural and linguistic contexts. We based our approach on results of the Lexicon Project, which set out to document the terms and the professional vocabulary that teachers use for describing the phenomena of middle school mathematics classrooms around the world, but enlarged this approach by narratives and a narrative methodology. Our cultural comparative approach based on these narratives revealed not only technical terms that define and make explicit didactical intentions, techniques and approaches, but also offered narrative descriptions of the enactment of the didactic intentions and techniques in situ. This approach provides a deeper understanding of the potential of language and turned out to be valuable for understanding how language orients teachers’ visions and analyses of mathematics classrooms.