A Preliminary Exploration of Situational Design in Middle School Mathematics Classroom Teaching

DOI: https://doi.org/10.62517/jhve.202416608

Author(s)

Yaqian Chen*

Affiliation(s)

The High School Affiliated to Shaanxi Normal University, Xi’an, Shaanxi, China *Correspondind Author.

Abstract

Based on constructivist theory and situated cognition theory, this paper mainly discusses the principles and creation methods of situational design in middle school mathematics teaching in combination with teaching practice. It aims to help students better understand abstract mathematical concepts and principles through reasonable situational design, stimulate students' interest in learning, and provide a practical path for enhancing students' core mathematical literacy.

Keywords

Situational Design; Middle School Mathematics; Classroom Teaching

References

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