Problem-Based Instructional Design for Developing Junior High School Students' Mathematical Language Conversion Skills ——A Case Study of "Graphs of Linear Functions"

Zheng Xin, Wu Jianhua

University of Jinan

Abstract：

Against the backdrop of cultivating core competencies specified in the Compulsory Education Mathematics Curriculum Standards (2022 Edition), improving junior high school students' mathematical language conversion ability has become an indispensable task in mathematics teaching. As a student-centered inquiry teaching model centered on questions, problem-driven teaching provides a feasible practical path to foster such ability in classroom instruction. This paper constructs an instructional design that leverages problem-driven pedagogy to develop junior high students' mathematical language conversion capacity, taking a follow-up lesson on graphs of linear functions as the research carrier. Three progressive core questions are designed to cultivate students' mathematical language conversion ability as well as core competencies including mathematical abstraction, intuitive imagination, and mathematical modeling, demonstrating great educational potential.

Key Words：

mathematical language conversion ability; problem-driven teaching approach; junior high school students