Big Ideas-oriented Analysis Of The Mathematics Curriculum In BC And Ontario,Canada

At present,there exists the phenomenon of the fragmentation of mathematics content in mathematics education in China,which affects the cultivation of the core literacy of the subject.China's 2017 version of the curriculum standards for ordinary senior high schools proposes to integrate the mathematics curriculum with mathematics Big Ideas,and the discipline core literacy and mathematical cases are permeated with mathematics Big Ideas thought.At the same time,the mathematics curriculum standards for compulsory education issued in 2022 proposed an integrated and interdisciplinary comprehensive curriculum,which also reflected the idea of the Big Ideas,but did not clearly put forward the definition of the Big Ideas of mathematics.The mathematics Big Ideas can link mathematical content,process and ability into a whole,that is,the previous fragmented knowledge into a unified organic whole.However,the study of mathematical Big Ideas in China is in its infancy,and there is little translation and introduction.Therefore,it is necessary to study foreign literature about mathematical Big Ideas,sort out the theory of Big Ideas in mathematics.The United States,Canada,Singapore,Australia and other developed countries,after a long and in-depth series of research on the Big Ideas,especially on the Big Ideas of mathematics,have a lot of excellent research results,and use the Big Ideas of mathematics to build the framework of mathematics curriculum.However,the study of mathematical Big Ideas in China is in its infancy,and there is little translation and introduction.Therefore,it is necessary to study foreign literature about mathematical Big Ideas and construct mathematical Big Ideas theory.This paper uses literature review,case study,comparative study,and Big Ideas to study the mathematics curriculum standards in BC and Ontario.The findings are as follows:1.The mathematics curriculum of BC province defines the mathematics Big Ideas and constructs the mathematics curriculum framework based on the mathematics Big Ideas;Mathematical Big Ideas are associated,coherent,transferable and durable;Introducing mathematics Big Ideas into the mathematics curriculum can maintain the high level of education in BC,promote the transfer of students' core competence among different disciplines,stimulate students' interest and realize the policy of pluralism;The mathematical Big Ideas model is a classification model,which is divided into five fields with content as the classification standard.2.Ontario Mathematics Curriculum definition "Key Concepts" is "key concepts identify the central principles and mathematical ideas that underpin the learning in that specific expectation";Mathematical Big Ideas have the characteristics of connection,coherence and dispersion,and are provided for teachers to use;The purpose of introducing mathematics Big Ideas into mathematics curriculum is to realize the teaching strategy of "return to basics";The mathematical Big Ideas model is a general model,based on the definition of the mathematical Big Ideas,to select the suitable mathematical general.3.There are different ways of expressing and defining Big Ideas in different discipline,such as "big ideas","key ideas" and "key concepts",but they are all the same in essence.4.Taking "the understanding of 10" as an example,the content of the mathematics teaching materials of human education edition,Su Education edition and Beijing Normal University edition are all related;The Big content Ideas and Big process Ideas of "10cognition" can be constructed by concept map and knowledge network graph;Then based on the theory of process design "10 understanding" a lesson,reflects the connection between knowledge and knowledge and real life;Finally,the paper puts forward the mathematics teaching strategies of the process orientation,including determining the process mathematics teaching strategies,determining the core problems,and expanding the Big Ideas mathematics teaching strategies vertically and horizontally.As for the definition of a mathematical Big Ideas,we agree with Charles that there are many different expressions of a mathematical Big Ideas,however,they are all connected and coherent in nature,and the whole teaching can be realized by taking the Big Ideas as the starting point.This study can enrich the theory of Big Ideas,and provide reference for subsequent research on Big Ideas theory and mathematics curriculum standards in BC and Ontario,Canada.