| In recent years,questions on "higher backgrounds and primary solutions" have been appearing in the examinations of secondary and higher education,and the new high school textbook of the Humanities Education Edition has a lot of content that is in line with university mathematics compared with the old one.The challenge for front-line secondary school teachers is to optimise the way in which they develop core mathematical literacies.Due to the universality of compulsory education,the author eventually limited the scope of the study to the extended teaching of mathematics in junior secondary schools.Based on this,the author used junior and senior high school teachers from a public school in K,Yunnan Province,as the subjects of her study and posed the following research questions.(1)Is it feasible to infuse the higher perspective into the extended teaching of Mathematics in junior secondary schools?(2)How should teachers carry out the instructional design of extended teaching and learning of junior secondary mathematics under the penetration of high viewpoints?(3)What are the expectations of middle school teachers and high school teachers for this type of extended teaching?The school’s students’ characteristics were used to design the extension of junior secondary mathematics teaching from a high viewpoint and to explore how to reflect the new thinking of higher mathematics in the junior secondary extension curriculum.The modules were categorised into "Number and Algebra,Plane and Geometry" and "Solving Systems of Quadratic Equations with Determinants" and "Folding the Trine of a Triangle",which were designed from two dimensions of "depth and breadth".Two case studies,"Folding the trigonometric line of a triangle" and "Folding the trigonometric line of a triangle",are designed to showcase examples of extended teaching and learning in junior secondary school mathematics under the penetration of the higher perspective,with a view to enhancing students’ core mathematical literacy,stimulating their sense of logical thinking and expanding their learning horizons.The main conclusions of this study:(1)The extended teaching of mathematics in junior secondary schools under the "high view" should have the teaching characteristics of articulation,relevance and guidance,and should follow the teaching principles of rigor,intuitiveness and power,avoiding the formalization of extended teaching and learning,and avoiding extended knowledge becoming a burden to students.(2)The results of the questionnaires and interviews showed that the majority of teachers recognised the importance of extended teaching under the ’high view’ and believed that such teaching should be prepared strictly on the basis of the learning context.In particular,junior secondary teachers emphasised that extension teaching should not only enhance the mathematical literacy of students who are mathematically inclined,but also help those who are more able to acquire more mathematical knowledge,while senior secondary teachers believed that the content of extension should be geared towards bridging knowledge between junior and senior secondary schools. |
