Research On The Design And Implementation Of The "inverse Proportional Function" Problem Chain Based On The New Curriculum Standard

In 2022,the Ministry of Education issued the newly revised curriculum standards for compulsory education in mathematics.The new curriculum standards use the "three skills" to guide the core literacy of mathematics.How to implement the "Three Conversations" in the classroom and develop students’core literacy is an issue that teachers must pay attention to.Through a series of problems,students can observe the real world from a mathematical perspective,think mathematically and express themselves in mathematical language in the process of learning.In this paper,we use problem chains to design and implement teaching and learning to promote the development of students’ core literacies in accordance with the requirements of the new curriculum standards.Firstly,this paper summarises the principles of problem chain design based on the existing literature and the new curriculum standards,i.e.the principles of wholeness and relevance,contextualisation and mathematization,and progress ivity and development.Secondly,the paper analyses the types of problem chains,including contextual,ladder,inquiry,divergent and inductive problem chains,and gives strategies for designing each type of problem chain.Finally,based on the above principles and strategies,this paper designs problem chains for a section on inverse proportional functions(including three parts:inverse proportional functions,graphs and properties of inverse proportional functions,and practical problems and inverse proportional functions)and implements them in a secondary school in Yuxi.After the implementation of the problem chains,interviews were conducted with some of the students in the class and reflections were made on the three examples of problem chains designed and their improvement.The research found that the design of problem chains based on the new curriculum was able to motivate students to think and help them to develop their mathematical thinking.Contextualised problem chains help to guide students to look at the real world from a mathematical perspective.Ladder and inquiry-based problem chains help to guide students to think mathematically about the real world.Summarisation-type problem chains help students clarify what they have learnt and build their own knowledge structures.After being guided by the problem chains,students improve their ability to express the real world in the language of mathematics.