REFLECTIVE TEACHING DESIGN AND CASE ANALYSIS OF MATHEMATICS PROPOSITION COURSE IN MIDDLE SCHOOL—TAKE THE DECISION OF CONGRUENT TRIANGLE AS AN EXAMPLE
Keywords:
Reflective teaching, mathematics proposition, case analysis
Abstract
The theory of rethinking teaching originated from the European and American countries, and then it was paid attention to gradually in our country. Reflective teaching theory is an important means to enhance teachers' thinking ability and students' learning ability and improve teaching quality. Based on the overview of reflective teaching theory and its teaching strategies, the author discusses the teaching practice of reflective teaching theory in the middle school mathematics proposition lesson of the same triangle decision lesson, in order to provide reference for improving teachers' professional quality and students’ learning ability.
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References
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Min, H. (2018). Development of Problem-based Classroom Observation Scale. Contemporary Pedagogy, 10, 21-31.
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Weiping, G. (2005). Discussion on Reflective Mathematics Teaching. Higher Science Education, 2, 23-27.
Wen, Z., & Hongmei, P. (2013). Practice and reflection on Improving teachers' Teaching With through Classroom Observation. Chemistry Education, 34(07), 25-27.
Xiaohui, L., & Tianming, G. (2016). The development of classroom observation tools in primary and secondary schools: Problems and countermeasures. Contemporary Education Science, 6, 41-44.
Zhiwei, J. (2019). The strategy of applying APOS theory to the teaching of mathematics proposition course in high school. Extra-linguistic Learning (late High school Edition), 1, 45-46.
Zhongying, W. (2003). Research on Reflective Mathematics Teaching. Educational Theory and Practice, 20, 38-39.
Zongxiang, L. (2014). Reflective Teaching Theory and Strategy Analysis. Teaching and Management, 6, 14-16
Min, H. (2018). Development of Problem-based Classroom Observation Scale. Contemporary Pedagogy, 10, 21-31.
Pereira, J., Tang, J., Soares, B., Prihandini, R.M., Wijaya, T.T. (2023). Exploring the Accuracy of Mathematics Students on the Final Semester Assessment Based on Racsh Model Analysis in Timor-Leste. In: Al-Sharafi, M.A., Al-Emran, M., Al-Kabi, M.N., Shaalan, K. (eds) Proceedings of the 2nd International Conference on Emerging Technologies and Intelligent Systems. ICETIS 2022. Lecture Notes in Networks and Systems, vol 573. Springer, Cham. https://doi.org/10.1007/978-3-031-20429-6_38
Tang, J., Pereira, J., Tan, S., Wijaya, T.T. (2023). The Research on Design and Application of Dynamic Mathematics Integrable Ware Design Model in Junior High School. In: Al-Sharafi, M.A., Al-Emran, M., Al-Kabi, M.N., Shaalan, K. (eds) Proceedings of the 2nd International Conference on Emerging Technologies and Intelligent Systems. ICETIS 2022. Lecture Notes in Networks and Systems, vol 573. Springer, Cham. https://doi.org/10.1007/978-3-031-20429-6_37
Weiping, G. (2005). Discussion on Reflective Mathematics Teaching. Higher Science Education, 2, 23-27.
Wen, Z., & Hongmei, P. (2013). Practice and reflection on Improving teachers' Teaching With through Classroom Observation. Chemistry Education, 34(07), 25-27.
Xiaohui, L., & Tianming, G. (2016). The development of classroom observation tools in primary and secondary schools: Problems and countermeasures. Contemporary Education Science, 6, 41-44.
Zhiwei, J. (2019). The strategy of applying APOS theory to the teaching of mathematics proposition course in high school. Extra-linguistic Learning (late High school Edition), 1, 45-46.
Zhongying, W. (2003). Research on Reflective Mathematics Teaching. Educational Theory and Practice, 20, 38-39.
Zongxiang, L. (2014). Reflective Teaching Theory and Strategy Analysis. Teaching and Management, 6, 14-16
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