The Integration Strategy of Class Teacher Management and Mathematics Teaching

The professional and moral education of high school mathematics teachers will make classroom management work better,but their work pressure will also lead to classroom management problems.To do a good job in high school class teacher management and organically integrate it with mathematics teaching,we need to start from two aspects:mathematics teaching class teachers and class teacher work teaching,and penetrate mathematical thinking into daily classroom management,moral education,and classroom culture construction.Based on the attributes of the subject,we guide high school students to reflect after class to stimulate their self-management initiative through the cultivation of qualified class representatives.In addition,it is necessary to skillfully resolve classroom generative problems,change the roles of teachers and students,and integrate classroom management with mathematics teaching.

Research and Practice of Moral Education in Higher Mathematics Teaching in the New Era

This paper first analyses the reasons for the low effectiveness of moral education in the current higher mathematics teaching,and then puts forward the contents,methods,and approaches of integrating moral education into higher mathematics teaching in the new era on this basis,and finally finds out the points for attention in the integration of moral education in higher mathematics teaching in the new era.Theoretically,the moral education content is innovated.We should set up the moral education idea of students as the foundation and moral education as the first,establish the attainable goals of moral education in different stages and levels,excavate the moral education resources contained in the current real life and social hot spots,and pay attention to the inheritance and enlightenment of Chinese excellent traditional culture,especially the mathematical culture and history in moral education.In practice,the moral education methods are improved and the moral education approaches are broadened.Moral education methods should be close to reality and life,should adapt to students’personality and hobbies,and should be diversified.Moral education can be carried out by improving the working mechanism of moral education management,publicity,and so on,strengthening the construction of moral education team and creating an atmosphere of full staff education.

Research for Using Information Technology in the Design of Effective Mathematics Teaching Methods

The development of modem information technology has brought unprecedented impact on mathematics teaching, which affects the content of the curriculum, and teaching and its manifestations, affecting the role of teachers in the teaching process and its relationship with the students, teaching methods and impacting policies the selection and use, affecting organizational form of teaching. Mathematics curriculum standards clearly stated： the design and implementation of the mathematics curriculum should pay attention to the use of modern information technology, particularly to fully consider the impact on mathematics learning content and methods, and to provide students with a more vigorous development of rich learning resources, the modem information technology as a powerful tool for students to learn math and problem-solving, working to change the way students learn, students willing and more energy into reality, exploratory math activities.

Experimental research on mathematics teaching of“situated creation and problem-based instruction”in Chinese primary and secondary schools

This research tends to make the experimental study on the mathematics teaching model of“situated creation and problem-based instruction”(SCPBI),namely,the teaching process of“creating situations—posing problems—solving problems—applying mathematics”.It is aimed at changing the situation where students generally lack problem-based learning experience and problem awareness.Result shows that this teaching model plays a vital role in arousing students’interest in mathematics,improving their ability to pose problems and upgrading their mathematics learning ability as well.

Research on HPM Teaching Supported by Hawgent Dynamic Mathematics Software: Take "The Recognition of Circle" as an Example

History and Pedagogy of Mathematics(HPM)is one of the important research fields in mathematics education,which has received widespread attention from the mathematics education community because of its educational value.Modem mathematics education technology plays an important auxiliary role in mathematics teaching.Hawgent is a dynamic mathematics software that can present abstract mathematical knowledge visually and static mathematical knowledge dynamically.In view of this,this research takes"the recognition of circle" as an example to conduct a research on HPM teaching supported by Hawgent Dynamic Mathematics Software in three aspects:analyze the contents and uncover the history of mathematics,make the products and show the history of mathematics,design the teaching and integrate the history of Mathematics.

Pre-service Early Childhood Teachers’Attitude Towards Mathematics:A Jamaican Inquiry

The purpose of the study was to evaluate Jamaican early childhood pre-service teachers’attitudes towards mathematics.The study is designed according to the quantitative survey model in the descriptive type.In this study,a modified version of the Fennema-Sherman mathematics attitude scale was used to measure the mathematics attitude of 144 early childhood pre-service teachers in four different categories of the attitude scale(mathematics usefulness,confidence in learning mathematics,mathematics anxiety,and mathematics motivation).The data were collected from participants in the five teachers’colleges that offer the early childhood education program in Jamaica.The findings revealed that Jamaican early childhood pre-service teachers generally have a more positive attitude towards mathematics.A comparison among the different year groups revealed that a significantly greater percentage of the Year two group of participants possessed a more positive mathematics attitude than the other year groups.A significantly higher percentage of the Year three group indicated that they do not want to teach the subject in the future.The findings have implications for the teaching and learning of mathematics in the early childhood education program in Jamaica and,by extension,the teaching and learning of mathematics at the early childhood level of the education system.

Research on the integration of the mathematical culture into the mathematical teaching in universities

In the university education, the mathematical teaching is an important and indispensable part. And now the integration of the mathematical culture in the university teaching is the effective method to improve the timeliness of the teaching and the enthusiasm of the students, and it also can effectively alleviate the problem of the disconnection in the university mathematical teaching, with the successful implementation of the transition. The university mathematics has very high demands in the teaching contents, the teaching ideas and the teaching methods, so the reasonable integration of the mathematical culture into the university mathematics is very important. The mathematical culture in the teaching of college mathematics is discussed and analyzed in this paper.

How Chinese Teach Mathematics:Canadian Teachers’Perspectives

As part of a large reciprocal learning partnership project between Canada and China,this study explored Canadian teachers’perceptions of mathematics teaching in elementary schools in China.Using reciprocal learning and Activity Theory as the theoretical lens,we collected data,i.e.,classroom observations,group discussion,and informal exchanges from teachers in a pair of research sister-schools in Canada and China.Qualitative data analyses revealed four themes in Canadian teachers’perceptions of the characteristics of Chinese mathematics teaching:an active teacher-student interaction model of questioning-responding,a mathematical knowledge-package summary at the end of each lesson,integration of the history of mathematics into teaching,and the development and implementation of well-structured lessons.Contributions,implications,and limitations of the study in mathematics education and research are discussed.