A Study On The Tiered Design Of Mathematics Homework In The Middle Elementary School From The Perspective Of Core Literacy

After core literacy was introduced,how to integrate the development of students’ core literacy with curriculum and teaching has increasingly attracted the attention of the education sector.In the subject area of Mathematics,core literacy refers to the development of how to apply the mathematical knowledge learnt to the ability to discover,formulate and solve problems.Mathematics homework is a key step in the educational process,providing an important extension and supplement to classroom teaching,as well as an important basis for assessment and feedback on students’ actual performance.The tiered design of mathematics homework helps students of different knowledge levels to deepen their understanding of the mathematical knowledge they have learnt,but also has a positive impact on improving each student’s literacy and competence,and is an important pathway to nurturing students’core literacy.Therefore,using core literacy as a breakthrough,it is imperative to analyse the current situation of the tiered design of mathematics homework in the middle primary school,focus on the tiered design of homework,implement a student-centred approach and design core literacy-based primary school mathematics homework that promotes the all-round development of every student.This study is based on the research on core literacy and mathematics homework at home and abroad.The students in the middle section of Q elementary school were taken as the subjects of the survey,and the literature research method,questionnaire survey method and interview method were used to find out the following problems in elementary school mathematics homework:teachers lack the understanding of core literacy;teachers lack the hierarchy of the homework assigned;teachers lack theoretical and strategic guidance;teachers assign the type of homework The content of the homework assigned by teachers is relatively boring;teachers’ guidance on graded homework does not achieve the expected results;the evaluation of homework is not scientific and students’ subjectivity is not valued.To address the current problems in mathematics homework,this paper analyzes them from three perspectives:first,at the student level,mainly because of the low subjective initiative of students and the impact of differences on students’ learning performance;second,at the teacher level,teachers are under great pressure to face students’ test scores,teachers lack professionalism in mathematics,and teachers’ homework assessment guidelines have become rigid;third,at the school level,schools lack systematic training.such as training in the layered design of homework,training in the core literacy of teachers,an inadequate system of school homework management,and a deviation in its value orientation.Based on the above issues and findings,this paper proposes optimisation strategies for implementing core literacy in the layered design of mathematics homework in the middle primary school from the following four perspectives.First,the concept of core literacy is integrated throughout the process of designing mathematics homework in a tiered manner by bringing the content of tiered homework to life as a means of improving students’ mathematical problem-solving skills;and by designing tiered homework that focuses on the individual development of each student.Second,to transform teachers’ conceptions of education in the design of mathematics homework,including the importance of teachers’ dilemmas in homework setting and adherence to the concept of dynamic tiered design.Third,the principle of encouragement should be adhered to,with information technology as the basis and flexible use of assessment for tiered homework.Fourth,students’ subjectivity should be given full play and the form of tiered homework design should be optimised and improved.