The presentation of course content pays attention to the hierarchy and diversity of mathematical knowledge and methods, and takes into account (interdisciplinary subject learning).
In the compulsory education stage, mathematical thinking is mainly manifested as: (computing ability, reasoning consciousness or reasoning ability).
In the compulsory education stage, mathematical language is mainly manifested as: (data consciousness or data concept, model consciousness or model concept, application consciousness).
Core literacy has (integrity, consistency and stages), which has different performances at different stages.
1, the idea of using letters to represent numbers is one of the basic ideas of mathematics. This idea is mainly embodied in the second chapter "Basic Knowledge of Algebra" in the first volume of Algebra.
2. The combination of numbers and shapes is one of the most important and basic ways of thinking in mathematics. This is an effective way to solve many mathematical problems. Professor Hua, a famous mathematician in China, has a famous saying: "Numbers are unformed, intuitive, numerous and difficult to be nuanced."
Fundamentally speaking, the ultimate value of mathematics education in primary and secondary schools is not or mainly not to cultivate future mathematicians, but to cultivate people's mathematical thoughts and problem-solving methods, open up the mathematical space in people's minds, and then promote people's all-round development and improvement. Specifically, mathematics in compulsory education emphasizes starting from students' existing life experience.
Let students personally experience the process of abstracting practical problems into mathematical models for explanation and application, so that students can gain an understanding of mathematics and make progress and development in thinking ability, emotional attitude and values.