Keywords
Teaching for Robust Understanding framework
Instructional design
Cosine Theorem
Submitted : 2024-06-03
Accepted : 2024-06-18
Published : 2024-07-03
Abstract
Teachers’ teaching behavior plays a crucial role in students’ development, and there are problems in the current teaching behavior of mathematics teachers such as ignoring students’ cognitive needs, lack of equal opportunities for students’ classroom performance as well as lack of formative evaluation of students. In order to solve the phenomenon, this paper analyzes and explains how to promote teaching based on the Teaching for Robust Understanding (TRU) evaluation framework with the goal of focusing on the development of all students, taking the teaching design of The Cosine Theorem as an example, and provides ideas and methods for first-line high school mathematics teachers.
References
Qing A, 2020, Going Deeper, Making Math Simpler. Research on Curriculum and Textbook Teaching (Research on Elementary Education), (Z4): 47–48.
He B, 2020, A Study on the Relationship Between High School Geometry Classroom and Intuitive Imagination Literacy Based on TRU Classroom Assessment, dissertation, Northeast Normal University.
Zhou J, Bao J, 2016, Introduction to the American “TRU” Classroom Evaluation Model and Its Inspiration. Foreign Primary and Secondary Education, 2016(12): 52–56.
Schoenfeld HA, 2018, Video Analyses for Research and Professional Development: the Teaching for Robust Understanding (TRU) Framework. ZDM, 50(3): 491–506.
Chen Y, 2022, Research on Teaching Cosine and Sine Theorems Based on HPM Perspective, dissertation, Guangzhou University.
Wang Y, 2021, Research on the Current Situation of Plane Vector Learning and Teaching Strategies for High School Students, dissertation, Qufu Normal University.
Huang Y, 2022, Research on Trigonometry Teaching Based on ACT-R Theory, dissertation, Harbin Normal University.
Bi H, 2020, A Consistent Teaching Design of “Teaching, Learning and Assessment” Based on Students’ Learning and Establishing Task-Driven Approach—Taking “Solving Right Triangles” as an Example. Secondary Mathematics, (18): 18–19 + 22.
Yang Y, 2022, Content Analysis and Teaching Suggestions of “Sine Theorem and Cosine Theorem” in the New Textbook of Renjiao A. Secondary Mathematics Monthly, (06): 15–18.
Xing S, 2019, Correct Utilization of Guided Study Plan to Promote Independent Learning—The Teaching of Cosine Function as an Example. Language and Mathematics Learning (First Half of High School Edition), (06): 53.
Zhuo Z, Gao F, 2023, Problem-Driven Instructional Design of a Unit-Starting Lesson: An Example of “Finite Sample Space and Random Events.” China Mathematics Education, (10): 11–16 + 20.
Zhang J, 2021, Research on the Teaching Method of High School Mathematics Curriculum Materials with the Intention of Core Literacy, East China Normal University Press, Shanghai.
Feng W, Guo Y, 2021, An Isolation of the Arithmetic-Geometric Mean Inequality. Mathematics Bulletin, 60(10): 59–60.
Ministry of Education of the People’s Republic of China, 2020, General High School Mathematics Curriculum Standard (2017 Edition Revised in 2020), People’s Education Press, Beijing.
Sun P, 2023, How to Guide Students to Independent Learning in Elementary School Mathematics Teaching. Asia-Pacific Education, (11): 177–179.