An Analysis Of Teaching Of Concept Of "Number And Algebra" Based On The Connection Between Primary And Junior Middle School

The transference from primary school mathematics teaching to junior middle school mathematics teaching,especially the smooth teaching of concept about "number and algebra",makes the learning of mathematics in primary and junior middle schools knowledgeable,logically coherent and systematic to effectively avoid repeated teaching or unconnected teaching.Therefore,most students can learn them well in a sense,laying a foundation for subsequent learning of number and algebraic operations,problem solving,etc.and cultivating students' core literacy in mathematics for sustainable development.This paper adopts three research methods:literature analysis,content analysis and case analysis.Firstly,the literature analysis was used to search keywords,collect relevant literatures and sort them out.The research direction and research focus were established by extensively understanding the research status such as reading journals,papers,theories,etc.Secondly,the content analysis is used to link up the concept of "number and algebra"in the PEP version of primary school mathematics textbooks and the Zhejiang version of junior high school mathematics textbooks,with major comparison of the difference and connection between the description and appellation of concepts in the textbooks of junior high school and primary school.Finally,the case analysis is used to analyze the teaching connection between junior and primary school with the teaching case of a concept class in junior high school.This paper objectively explains the timeliness and the necessity of analysis of the concept of "number and algebra" and analyses the connection of 60%concept or related description with the quantitative analysis of the content standards in the "Curriculum Standards" and the related concepts in the junior middle school and elementary school mathematics textbooks.Six situations are summarized:the same name and connotation;the name changing but the same connotation;from special to general;from general to special;analogy;new name or connotation.And corresponding teaching suggestions were offered to different situation.According to the above analysis results,this paper concludes the following characteristics of teaching of concept after demonstrating the teaching of concept of"number and algebra" with "constant and variable" based on the connection between primary and junior middle school.(1)The scene created in the introduction part should be familiar to students,easily understood by them and interesting for their study.Besides,the way of introduction should be helpful for students to summarize the concept,experience the formation of the concept,and understand the concept.(2)The internalization of the concept should stimulate students to reorganize the existing cognitive structure by connecting it with other disciplines to truly reflect the student-centered teaching concept;teachers should guide students to interpret concepts from a high point of view rather than retelling the concepts to students with exploration of the connotation of concepts due to differences between teaching and students' self-study.(3)Concept class,a starting class related to the knowledge learned in primary school,plays a role in connecting the preceding knowledge and the following one,serving for further study in the future.