| In the light of the rapid development of society and the reform of basic education,the Ministry of Education has revised the Mathematics Curriculum Standard for Compulsory Education（2022 Edition）（later referred to as the "new curriculum standards"）,which states that "synthesis and practice" is an important area of learning in elementary school mathematics.Students should apply knowledge and methods of mathematics and other interdisciplinary subjects in realistic situations and real problems,experience the process of problem identification,problem formulation,problem analysis,and problem solving,and perceive the connections between mathematical knowledge,between mathematics and knowledge of other subjects,and between mathematics and science and technology and social life.In recent years,we found that the research on mathematics "integrated and practical" mainly focuses on:（1）investigation of the current situation of curriculum implementation;（2）research on the strategy of curriculum implementation;（3）development of curriculum resources;（4）research on the application of existing curriculum;（5）research on the way of curriculum evaluation,but However,there is a great lack of empirical research on the impact of mathematics "integrated and practical" on students.This study addresses the following two questions in the context of the new curriculum standards for interdisciplinary integration and practice:（1）What is the impact of interdisciplinary "integration and practice" on students’ learning?（2）Does interdisciplinary integration and practice have different effects on students of different genders,achievement levels,and family literacy levels?In order to address the research questions,this study firstly compares the research on mathematics "integrated and practical" in recent years,and then designs art and engineering content based on the requirements of interdisciplinary mathematics "integrated and practical" in the new curriculum standards.We also designed an integrated and practical interdisciplinary mathematics curriculum based on the requirements of the new curriculum standards.The experiment was conducted using SPSS 22.0.After analyzing the results of the experimental study using SPSS 22.0,the following findings were obtained:（1）Whether or not to conduct an interdisciplinary mathematics "integrated and practical" program in elementary school had a significant difference in students’ mathematics achievement,and the post-test T-score of participating students was significantly better than the pre-test;the effect on students’ level of non-intellectual factors in mathematics learning was significantly different,and the level of non-intellectual factors in mathematics learning of participating students was significantly better than the pre-test.The post-test scores were significantly better than the pre-test.（2）There were significant differences between students’ achievement levels,and the achievement levels were negatively related to the improvement of students’ performance.For students of different genders and family cultural backgrounds,there was no significant difference in the impact of the interdisciplinary mathematics "integrated and practical" on learning.（3）Students who received the arts content theme of the Integrated and Practical Elementary Mathematics program showed the highest increase in emotional experience and creativity;students who received the engineering content theme of the Integrated and Practical Elementary Mathematics program showed the highest increase in emotional stability and questioning.Students who received the Engineering Content Theme Integrated and Practical Elementary Mathematics program had the highest increase in emotional stability and questioning. |
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