Inspired by the new wave of currency reform, the reform of mathematics teaching in senior high schools has made unforgettable achievements. However, it is undeniable that at present, most middle school mathematics teachers in China still adopt the traditional teaching mode of giving and receiving, and most middle school students still adopt the mathematics learning mode characterized by passive acceptance and rote memorization. Undeniably, at present, most middle school mathematics teachers still give and accept the traditional teaching mode, and most students still passively accept and memorize the basic characteristics of mathematics. As a new teaching concept, cooperative learning has not been widely used in mathematics teaching. As a new teaching concept, cooperative learning has not been widely used in mathematics teaching.

Aiming at some disadvantages of traditional middle school mathematics teaching, based on the principles of group teaching and cooperative learning experiment, and on the basis of previous studies, this paper takes Class 3, Grade 2, No.23 Middle School in Guiyang as the experimental class, and makes a preliminary study and practice on this type and level of cooperative learning strategy in middle school mathematics teaching in urban-rural fringe. Aiming at some disadvantages of traditional middle school mathematics teaching, this paper carries out teaching and experiments under the principle of group cooperative learning. On the basis of previous studies, taking Class 3 of Grade 2 in 23 middle schools in Guiyang as the experimental class, this paper makes a preliminary study and practice on the teaching strategies of this type of middle school mathematics cooperative learning in urban fringe areas and levels.

Under the guidance of Chinese-foreign cooperative learning theory, starting from students' mathematical emotional values, academic performance and learning ability, this paper looks for the breakthrough point of combining cooperative learning with mathematics, and discusses the cooperative learning mode suitable for junior high schools in urban-rural fringe. Under the guidance of Chinese-foreign cooperative learning theory, this paper starts from students' emotional values of mathematics, students' academic achievements and students' learning ability, finds out the combination point of cooperative learning and mathematics, and explores a cooperative learning model suitable for urban and rural junior high schools.

On the basis of fully understanding the special geographical environment and psychological characteristics of junior middle school students in the urban-rural fringe, we should apply the theory of cooperative learning to mathematics teaching practice, realize interactive teaching among students in practice, form a set of cooperative learning methods with groups as units, improve students' cooperative consciousness and skills, realize the knowledge and ability of new curriculum reform, and promote students' all-round development. On the basis of deeply understanding the special geographical environment and psychological characteristics of junior middle school students in urban and rural areas, we try our best to apply the theory of cooperative learning to mathematics teaching practice, realize the interaction among teaching subjects in practice, form a set of cooperative learning units, improve their cooperative consciousness and ability, and realize the development of students' knowledge and ability in all aspects under the new curriculum reform. The paper also summarizes that there are many junior high school mathematics teaching in the urban-rural fringe from the cooperative learning of mathematics. The methods and skills of cooperative learning can cultivate students' cooperative consciousness and communicative ability, improve their academic performance, and cultivate their self-control ability and sense of collective honor; It is hoped that through the experimental results of Guiyang No.23 Middle School, cooperative learning with mathematical characteristics will be extended to other urban and rural junior high schools, and the concept of the new curriculum will be implemented in teaching. Mathematics cooperative learning paper also summarizes various cooperative learning and cooperation skills in junior high school mathematics teaching in urban fringe areas, in order to cultivate students' cooperative consciousness and communication ability, improve their academic performance, and cultivate students' self-control and collective honor. Through the experimental results of 23 middle schools in Guiyang, it is pointed out that mathematics with cooperative learning characteristics can be combined with other urban and rural junior high schools to popularize the new curriculum concept and be practiced in teaching.

Keywords: cooperative learning; Middle school mathematics teaching; Urban-rural fringe; Practice and research keywords: cooperative learning; Middle school mathematics teaching; Urban fringe; Practice and thinking. study