The Current Situation And Teaching Strategies For The Penetration Of Common Mathematical Ideas In Junior Secondary Schools Under Core Literacy

The Mathematics Curriculum Standards for Compulsory Education(2022Edition),on the basis of the "Four Foundations" and "Four Competencies",establishes a curriculum objective oriented to core literacy,specifies the connotation of core literacy,and proposes to use core literacy as the guide for teaching."The Four Foundations are the ultimate acquisition of students’ learning,and mathematical thinking is included in the Four Foundations,while mathematical thinking is the embodiment of core literacy at the level of ideas and methods.Therefore,the development of core literacy in mathematics is closely related to the teaching of mathematical thinking.Therefore,in the context of core literacy,how to teach mathematical thinking has become an issue that frontline teachers need to pay close attention to in their practical teaching.This article explores the links between core literacy and common mathematical ideas in junior secondary school,and examines the current situation of the penetration of common mathematical ideas in junior secondary school in the context of core literacy in mathematics and how to teach mathematical ideas.Firstly,the literature on core literacy in mathematics,mathematical ideas,and teaching mathematical ideas is summarised using the literature research method to clarify the practical significance of research on teaching mathematical ideas in the context of core literacy.Secondly,a questionnaire was used to understand the students’ knowledge and learning of four common mathematical ideas in a junior high school in Xianyang,the teachers’ penetration in the teaching process,and the teachers’ knowledge and cultivation of core mathematical literacy and mathematical ideas through interviews.The questionnaires were analysed for reliability with the help of SPSS,and graphs were drawn up with the help of Excel.The results of each dimension of the questions were used to analyse the problems in the penetration of common mathematical ideas under the concept of core mathematical literacy in the context of the data.Once again,the teaching design of four typical topics,namely,the idea of categorical discussion,the idea of combining number and shape,the idea of functions and equations,and the idea of transformation and normalization,is analysed in the context of the case study method,and the five parts,namely,teaching objectives,classroom introduction,new knowledge exploration,example consolidation,and classroom summary,are explored in depth in terms of core mathematical literacy and mathematical ideas,and the activities of both teachers and students are analysed to find effective strategies suitable for teaching mathematical ideas for the purpose of developing core literacy.Finally,in the light of the results of the above analysis,the problems in the penetration of mathematical ideas under the core literacy are presented,and the basic principles of teaching mathematical ideas and the corresponding teaching and learning strategies are proposed.This paper enriches the research on the teaching of common mathematical ideas in junior secondary schools under the guidance of core literacy,and provides some reference for the implementation and improvement of mathematics teaching.