Mathematics education narrative case

What are the narrative cases in mathematics education, and where can we learn from them? Here are the narrative cases in mathematics education compiled by me for your reference. I hope it will be helpful to you. Please click to view more details. Mathematics Education Narrative Case 1

I have been teaching high school mathematics for more than a few years. When talking about my teaching experience and teaching methods, I have a lot of feelings. Now I pay more attention to every aspect of teaching. Comprehensively consider the integration and coordination of students' cognitive factors and emotional factors, so that they can successfully complete the teaching goals. The implementation of this initiative has comprehensively improved the effectiveness of my teaching. My classroom is also full of vigor and vitality, and students' interest in learning has become more and more intense.

I remember that in a class, we were talking about sequence problems, requiring students to master the general formula for finding a sequence through observation. I gave several questions for students to practice in class, and asked students to pass The rules of the first few items were summarized and the general formula of the sequence was summarized. During the inspection, I found that these questions were generally not done well. Even the good students in the class were thinking hard. I felt very puzzled at the time. After class, I did careful thinking and investigation and found that students were at a loss when encountering such questions that they did not understand. It felt like a blind man trying to figure out the elephant. Even the top students felt a little confused. But when students feel very interested, they can think seriously. They all wondered why this problem seemed so simple to solve but was so difficult. It makes me sincerely happy to see students learning about emotions and stances. I give students a reminder: Mathematics questions can be divided into two categories, one is questions about applying mathematical rules, and the other is questions about discovering mathematical rules. Applied mathematical rules questions refer to questions that require students to explain and answer the mathematical rules they have learned before. Inventing mathematical rule questions refers to questions that have nothing to do with the mathematical rules students have learned before. Students need to find out the rules from known things before they can explain the answers. Most of the mathematical exercises performed by students belong to the first category. Look for questions about mathematical rules, which are about one or several changing quantities. The so-called finding patterns, in most cases, refers to the changing patterns of variables. Therefore, grasping variables is tantamount to grasping the key to solving problems that you do not understand. Through my prompts, their curiosity and thirst for knowledge were further stimulated. I asked the students to collect our related exercises and extracurricular questions, because some students wanted to "embarrass the teacher" and also wanted to show themselves accurately. So I deliberately checked a lot of information and found a lot of problems they thought. I also adjusted my teaching plan and planned to use one class to solve this unclear topic, and made full preparations for this.

Another class began. The children were all looking forward to this class. They all thought hard and argued with each other. Finally, the explanations and answers came out, with happy smiles on their faces. And some students directly asked me questions, and I looked like I was thinking hard. Some students were really worried about me. In fact, I want to use this process to guide students to learn to think, how to solve problems, and the basis for thinking. When I explained and answered the questions raised by the students that they did not understand one by one, and confirmed their questions, their happiness seemed to be beyond description in words. Next, I asked the students to look at a series of numbers and let them try to find patterns. Although they encountered some difficulties from time to time in solving the problems, the students finally solved them. At this time, I admired them from the bottom of my heart and gave them the most sincere encouragement: You are amazing! Then, I raised a new question: I tried to summarize the rules from the solved problems and form my own "axioms". The students were very happy and started to summarize. The whole learning process must be so relaxed and lively. After about ten minutes of summarizing, the students came to their own conclusions, and then began a lively discussion. After a heated battle, some students who were skeptical about the conclusions also removed their doubts.

A new class began. One group of students asked questions first, and the other groups were not to be outdone. They racked their brains and argued with each other. Finally, they explained and answered, with happy smiles on their faces. And some students directly asked me questions, and I looked like I was thinking hard. Some students were really worried about me. In fact, I want to use this process to guide students to learn to think, how to solve problems, and the basis for thinking. When I explained and answered the questions raised by the students that they did not understand one by one and confirmed their questions, their happiness seemed to be beyond description in words.

Next, I asked the students to look at the function regularity questions and the graph regularity questions to understand the characteristics of the regular expression questions. Soon they came to the conclusion: many of them are quadratic functional relationships, and there are also higher-order functional relationships. This conclusion is very accurate, which I did not expect. At this time, I admired them from the bottom of my heart and gave them the most sincere encouragement: You are amazing! Then, I raised a new question that I didn’t understand: So how can we judge that this regular expression is a quadratic function relationship? With this As soon as they didn't understand a topic, the students started exploring it enthusiastically. The real answer was found from several questions that did not understand the regular expression of quadratic functions: when the difference of the dependent variable divided by the corresponding independent variable is a constant, it is a linear functional relationship. Then, other situations are generally quadratic function relationships.

With the conclusions drawn by the students themselves, we launched a large discussion activity. After a heated battle, some students who were skeptical about the conclusions also revoked their doubts.

The real search for rules is, of course, the search for mathematical rules. Most mathematical laws are analytical expressions of functions. The analytical expression of a function often contains mathematical operations. Therefore, looking for patterns is, to a large extent, looking for mathematical expressions that can reflect known quantities. Therefore, starting from calculations and trying to make some comparisons is also a good way to solve the problem of finding patterns. After this teaching experience, I truly realized that students’ needs come first. In future teaching, we should start from students’ actual needs and stimulate students’ desire to explore knowledge and explore, so that different students have different abilities in mathematics. The growth has laid a solid foundation for enriching mathematics classroom teaching. Mathematics Education Narrative Case 2

Case Description:

When I was teaching "Simple Algorithms for Addition and Subtraction", I created the following situations in both teaching classes: Choose in class We held an oral arithmetic competition between the best and worst students in the class. The two groups of questions were as follows:

Excellent students: 324+198 5968-3999 396+498

Poor students: 324+ 200 5968-4000 40500

Of course, the result of the competition is that the one with the lowest score wins. Suddenly the whole class went from confused to enthusiastic, and raised their hands to express their meaning. The "atmosphere" of the competition was not good. Fair: Of the two sets of questions, adding and subtracting hundreds and thousands is certainly easier.

The development of the class was as smooth as the design, but the performance of the students in the competition makes me still unable to calm down to this day: two outstanding students cried sadly without expressing any opinions. The performance of the two poor students was similar: there was a glimmer of pride in their eyes, but there was no smile on their faces. Their "not surprised by honor or disgrace" they showed is still fresh in my memory. Isn't that the realm that many successful people pursue?

When the students were doing their homework, I immediately taught the "eugenics" and gave him a simple explanation. After class, I apologized to the students (the teacher did not consider your feelings) and focused on helping analyze the reasons for crying. , I hope he will become strong and calm when encountering difficulties. I asked the poor student why he was unhappy after winning. I praised his progress and encouraged him to continue working hard. At that time, I saw his happy smile.

Case reflection:

Reflection 1: Teaching should pay more attention to beauty and students’ emotions.

There is a paragraph in "Interpretation of Mathematics Curriculum Standards": Mathematics learning as a student's general development should pay more attention to students' emotional factors. In fact, healthy and dynamic learning activities, learning methods of independent thinking and cooperative communication, and a learning atmosphere of self-confidence and respect are very conducive to the coordinated development of students' non-intellectual factors and intellectual factors, and are conducive to the formation of healthy personality. This shows the importance of paying attention to students' emotions in teaching.

The purpose of creating the scene in this class is to arouse the emotional excitement of the whole class. Through the accident that poor students are better than good students, it can attract students' attention and stimulate students' interest in learning. Active thinking to discover the characteristics of the topic and understanding the essence of simple algorithms is "making things together." Educator Zankov said, "Once the teaching method touches the students' emotional and will areas, and touches the students' spiritual needs, this teaching method will play a highly effective role. "For many students, Ke's design has achieved the desired effect, but when I saw the crying expressions of the excellent students and the unfazed honor and disgrace of the poor students, I knew that I had failed them. Obviously this was not their spirit. need.

Reflection 2: In teaching, students should be given more encouragement and setbacks should be taught to their strengths.

When a poor student showed his indifference, I thought of a profound story told online: An old teacher went to the market to buy vegetables and met a student he had educated who made a fortune by doing small business. , the student who was selling eggs enthusiastically invited the teacher to have dinner. The teacher said: "Don't you feel embarrassed in a job like selling eggs?" The student said: "Compared with the situation when you educated me back then, I think this is nothing."

This story mainly satirizes the teacher’s behavior towards educating poor students. It is worthy of our reflection. Just as students do not dare to speak out even if they win a competition, yes, we really should give them more sunshine, not only to let They can withstand setbacks, bathe in the bright sunshine normally, and have a healthy personality.

From another perspective: What students benefit most from is the teacher’s care, who has overcome countless setbacks and He became strong in the face of blows, a quality that would serve him well throughout his life. Therefore, frustration education is an important part of life, and eugenics who have smooth sailing in studies rarely suffer setbacks, so they cry in an irregular competition. Someone specifically studied the biographies of 293 famous foreign writers and artists and found that 127 of them had suffered from excessive setbacks in their lives. As the saying goes, "Since ancient times, heroes have always been dreams, and dandy men have always been great men." Most of the people who appear to have achievements are the result of hardships. Mencius pointed out: "When Heaven is about to assign a great responsibility to a person, he must first strain his mind, work his muscles and bones, starve his body and skin, and deplete his body..." These all show that frustration education is an indispensable nutrition for children's growth. The same goes for eugenics.

Recalling the previous teaching episode, the teacher was accommodating to his unconscious behavior of neglecting to respect the students' coldness, but his inner activities were obviously leaning towards eugenics. In the family environment and school environment, "eugenics" almost grow up in "preferential treatment". There are characteristics such as fear of difficulties and poor endurance. In fact, it is impossible for children not to encounter setbacks in their lives. Teachers have a responsibility to make them immune earlier. Let them be calm in the face of difficulties and setbacks, and avoid tension and negative emotional reactions. Being able to take it easy to avoid setbacks cannot be obtained by preaching alone. Children must experience setbacks before they can transcend setbacks. Therefore, teachers should pay attention to designing the educational environment during education and teaching, and should not blindly create an educational environment for students where all their needs are easily satisfied, let alone hinder their opportunities to properly accept difficulties, setbacks and hardships. Mathematics Education Narrative Case 3

I remember when teaching "One Number Multiplying Two and Three Digits", I once arranged for students to complete a seemingly ordinary error correction question (that is, the following questions)

　12 52 476

× 7 × 2 × 8

　74 104 3808

Since the students in the class were very lively and outgoing, the classroom atmosphere was Very active, so I changed the subject: "Today, several math patients suspected that they were sick and came to our class to seek medical treatment. Let's see which math doctor has high medical skills and can solve their pain?" The words fell. , the classroom atmosphere suddenly reached a new climax. The students immersed themselves in careful analysis, and quickly raised their hands one by one, shouting: "Teacher, I know how to treat them, let me do it!" "Some students sitting in the front row even left their seats and raised their hands in front of me, as if they were afraid that I would not let them "treat their illness." So, I called one of the students, named Zhang Xiaodan: "Doctor Zhang, please come up and take a look at the first patient." When classmate Zhang Xiaodan heard me calling her that, she was stunned at first, but then she immediately understood what I was saying. The intention of calling her so was that he came to the stage very happily and began to analyze the "illness": "The cause of this patient's illness is that he forgot to carry here." As he said this, he pointed at the space between the ones and tens with a red chalk. position, and added "1", then changed "7" to "8" in the tens place of the product, and said: "This will cure it." At this time, before I could speak, the students below had already They all said: "Yes, yes, the same opinion as mine." Since the students have expressed their opinions, and this "patient" has indeed been cured, I took advantage of the opportunity to praise: "It seems that there are many students in our class and Dr. Zhang is a doctor with excellent medical skills. Thank you Dr. Zhang.

"Classmate Zhang Xiaodan returned to her seat very happily. At this time, other students actually called her "Dr. Zhang" one by one, making Zhang Xiaodan look like a "hero returning triumphantly". The atmosphere was both warm and interesting.

When it came to the second question, because the atmosphere created by the previous question was still surrounding the students, the students raised their hands more actively. This time I called a student whose academic performance was usually not ideal: "Now there is something." Ask Dr. Guo Kaikai to come up and take a look at the second patient. "Classmate Guo Kaikai was obviously surprised that I would ask him to come up, but he immediately cooperated with me and came to the stage to "see the doctor" very happily. He looked at the topic again very seriously and told me with certainty: "This patient is not actually sick. So, I pretended to be surprised and asked the students in the audience: "Did Dr. Guo's diagnosis be correct?" Student Fang Zheng in the audience immediately stood up and said, "He made the diagnosis right. This question is indeed correct." "Other students also nodded in agreement. I said happily: "With Dr. Fang, Dr. Guo and so many doctors working together to diagnose and confirm that this patient is indeed fine, I think he should be relieved. Thank you Dr. Guo. "The third question is the same as the first question, asking a student to "see a doctor and treat a disease."

Finally, when summarizing, I said to the students: "In fact, when we apply new knowledge to solve problems, It is inevitable that mistakes will occur. The key lies in whether we are a qualified mathematical doctor, find out the cause of the disease in time, and then prescribe the right medicine to prevent a minor illness from becoming a serious illness, and avoid the same disease from happening again next time. Of course, whether problems can be discovered in time depends on our inspection habits. For those questions that he did not make mistakes, we will treat him as a free physical examination! Students, I hope you can not only be a good math doctor for others, but also a good doctor for yourself, okay?" The students answered in unison. : "Okay!" The voice was loud, but the firm and confident tone moved me even more.

In fact, I just set the wrong question in a "mathematics hospital" correction situation. I was deeply surprised and moved by the thought that children showed such high enthusiasm and jumping thinking ability. Yes, in mathematics learning, many exercises are boring and simple in form, and students are often drowned in a sea of ??questions. I feel very passive. Even if I get it right, I don’t feel much joy about success. At this time, we as teachers are required to pay more attention to the form of practice design. As long as the form is diverse, interesting, and close to students’ lives, students will naturally be willing to do it. Do exercises and experience the joy of learning, and your interest in learning will also be greatly improved

—What should I do if there are not enough grids?

Remember that when learning statistics, students are very The children were very interested and highly motivated. After the class, I investigated the sports that the students in the class liked and asked them to complete the statistical graphs in the book. I originally wanted to do a consolidation exercise on the new knowledge, but I was so disappointed. What no one expected was that the students encountered a new problem when completing the statistical chart - there were too many people who liked swimming (25 people), and the statistical chart in the book used a grid to represent 2 units and only had 20 people. This At this time, the children were worried, "What should I do?" Suddenly, the little clever Feng Fan said proudly: "That's not easy, just add 3 more squares and paint 2 and a half squares." . At this time, squad leader Lu Haolan raised objections: "This method won't work. There is no room for more." "Is there a better way?" I said to them. The children began to think... "I know, since one grid can be used to represent 2 units, I can also use one grid to represent 3 units." "Zhang Ke stood up and said. A classmate then stood up and said: "I think one grid can also be used to represent four. Feng Fan jumped up anxiously: "No, no." "Why is it bad?" I asked him. He said, "How can five people like running apply it? It's too troublesome." "At this time, classmate Wang Yasong stood up and said slowly: "I think it is best to use a grid to represent 5 people, because these numbers are all 5 and 5. For example, if there are 5 people who like running, it is a 5; There are 10 people who like to jump rope, which is 2 5's; there are 25 people who like swimming, which is 5 5's. It is easy and convenient to use one grid to represent 5. "The children all nodded in agreement. I confirmed their ideas, and then guided them and said: "Please think about how to determine how many cells a grid represents when making a statistical chart?" The children began to discuss, and after a while , many children raised their little hands.

"I think it has something to do with the number of statistics. If it is not a lot, use a grid to represent one."

"I want to observe the characteristics of the number of statistics first, and then determine One grid represents several."

"Yes! I think we should also observe the largest number and the smallest number to determine the number of grids."

"Yes, I think. , to determine how many a grid represents, you should first observe the characteristics of numbers and the number of statistics, and also think about how to make it more convenient when painting."

"You guys think so well, you are willing to design it yourself. A statistical chart? Please choose one of the following statistical tables and design a statistical chart with your friends. "I took the opportunity to lay out the content of the next session.

I was also surprised and moved by the creativity and thinking ability shown by the children in this class. In mathematics learning, children will encounter various problems. Teachers should not remove all "obstacles" in children's learning, but should let children learn to think on their own and find solutions to problems. We should also provide more opportunities and create conditions for children in daily teaching. When children encounter difficulties, teachers should consciously speak less and leave time to the children in the classroom, allowing children to speak more and think more, so that they can pass their own experiences. Work hard to solve life's math problems. Mathematics Education Narrative Case 4

Over the past semester, I have been engaged in teaching with a serious and rigorous academic attitude, diligence and perseverance.

Mathematics is inseparable from life, and life It is even more inseparable from mathematics. For example, mathematics is needed to buy breakfast in the morning, oil, salt, soy sauce, vinegar, etc. for a day, and how far is it from your home to school?... These are all inseparable from mathematics. I often say to students "Learn mathematics, physics and chemistry well, and you will be able to travel all over the world without fear." But I emphasized: "If you want to learn mathematics well, you can't do it if you don't learn Chinese well. If you can't understand the conditions and requirements of a math problem, how can you analyze and solve it? Therefore, Chinese You must also learn well. Everyone must strive to learn well every subject listed in the curriculum." By stimulating students' interest in learning, most students in this class have developed more comprehensively. While learning knowledge, it is more important to learn to be a good person.

The new curriculum encourages students to initially learn to ask questions and understand problems from a mathematical perspective, and to comprehensively apply the knowledge and skills they have learned to solve problems, and develop application awareness. In teaching, they cannot turn a blind eye and ignore the actual application. I'm afraid it's too out of date. Students learn knowledge in order to use it, but long-term exam-oriented education makes most students not know why they learn mathematics and what is the use of learning mathematics. Therefore, when teaching, I focus on the age characteristics and psychological characteristics of the students. Closely contact students' real life, carefully create situations, let students apply mathematical knowledge in real life, and effectively improve students' ability to solve practical problems. Regular training in this way enables students to deeply realize how important mathematics is to our lives and learn how to do it. How valuable mathematics is, thus stimulating their strong desire to learn mathematics well, and change "learning mathematics" to "using mathematics".

The mathematics curriculum standards point out that students are the masters of mathematics learning, and teachers must start from students Starting from the cognitive level and existing knowledge and experience, it provides students with opportunities to fully engage in mathematical activities, helping them to truly understand and master basic mathematical knowledge and skills, and mathematical thinking methods in the process of independent inquiry and cooperative communication. Gain extensive experience in mathematics activities. With the implementation and promotion of new curriculum, some teaching methods that over-emphasized teacher-centeredness in the past are being eliminated, and with this, gratifying changes have taken place in mathematics curriculum.

In short, in the future teaching work, we must constantly sum up our experience, seriously reflect on teaching, and strive to improve our teaching level; we must also work harder to strengthen the guidance of individual poor students, and firmly believe that all problems will be solved. I also firmly believe that Hard work will always pay off! Mathematics Education Narrative Case 5

I believe that after becoming a mathematics teacher, you will encounter many interesting or thought-provoking things. So what are the specific things? Let’s take a look. Take a look.

I have been teaching mathematics for nearly twenty years. I have been teaching mathematics since I first stepped onto the stage. Students all like my mathematics class. Of course, many things have happened during teaching. Sometimes I am also very worried. Angry, but I never tire of math class and love it very much. Primary school mathematics is simple and boring in the eyes of many people. But in my eyes it has many attractions.

I am grateful to the school leaders for allowing me to be a mathematics teacher. It is the teaching of mathematics that accompanies me happily every day. I can proudly say that I am a qualified mathematics teacher and a mathematics teacher loved by students. teacher.

As a mathematics teacher, you can use the teaching of mathematics classes to guide students to enjoy the overall beauty of the mathematical knowledge structure and the concise beauty of mathematical summary; lead students to explore the mysteries of mathematics and travel in the kingdom of mathematics. , so that students have a strong interest in mathematical knowledge.

Of course, there are many times in my teaching life when I feel helpless. For example, sometimes some students still don’t understand a question after being taught it several times in class. When I see the busyness on the students’ faces, I feel like I also lack confidence in this group of students. After class, some students took the initiative to ask me to explain it to them again. They said that the reasons why they did not understand were because of their own basic problems or because I spoke too fast and they could not keep up. . At this time, I also reflected on whether the requirements for them were too high, making them feel too stressed in their studies. I remember one time there was a comprehensive application question. The thinking method had been discussed in class, but one of Zhang Ning’s students still made a mistake in the class assignment. When she was asked to correct it again, she was so anxious that she burst into tears. Finally, she said that I lectured too fast in class and many students didn’t understand. They copied other students’ homework. After listening to this, I deeply reflected on my teaching methods. In class, I paid more attention to the top students and too little to the poor students, which led to today's situation. In the future teaching, I will be more caring towards the poor students. They find that the teacher does not care about them, their interest in mathematics has gradually increased, and they can complete their homework independently. I am also willing to talk to the teacher about my study situation after class, and ask more and more questions.

When you explore the wonderful world of mathematics with your students during teaching, you will enjoy learning mathematics. At the same time, I also care very much about students and treat every student equally. I remember when I was teaching third grade, there was a classmate named Li Xin. His parents had a quarrel with the teacher at school because of homework issues, and the result was different. All her classmates thought it was this student's problem and refused to care about him. When I took over the class, I often found that she sometimes sat alone in her seat after class without communicating with other students, or walked alone outside the classroom. She walked away and seemed so lonely. When I asked her why she didn't play games with other students, she didn't answer. I only found out the reason after asking other students. After that, I often asked him questions in class, explaining to other students that the incident was not her fault. At the same time, I asked a few classmates to ask him to play games together. Li Xin slowly integrated into the class. Later, his parents talked with me for a long time, saying that the child told him at home how the teacher cared about her, and was very grateful to me. He also said that what he had done before was wrong and had a great impact on the child. At that time, this was just what I should do. I didn't expect the parents to be so grateful, which made me further realize the importance of teachers.

I remember that on Teacher's Day, a student named Guo Lin called me aside and said to me: "Teacher, today is Teacher's Day. I can't buy you any gifts. I will give you some gifts." Can you just say a word? The teacher wishes you a happy Teacher's Day. I will study hard in the future. "I said excitedly: "Son, the teacher doesn't want you to buy any gifts for me. This is the best gift you can give the teacher. Study hard. "In fact, I didn't take special care of this classmate, but he was fat. When other classmates laughed, I stopped him in time and told them to respect others. I didn't expect him to take advantage of this. Keep it in mind. After these two things, I have a deep feeling about what will happen if I ignore these two students. They also feel that the teacher does not care about them, which will cause resistance, and it will also affect their grades, and even It will affect their whole lives. .

Through many things, I feel that the responsibility of a teacher is great. As long as you fulfill your responsibility, you will definitely be loved by students and recognized by parents. At the same time, the teaching profession has also brought me endless happiness, so I said: "I am happy because I am a teacher."