kedah junior mathematics online competition 2021

On the Methods and Thoughts of Mathematics Teaching in Junior High School The following methods and thoughts are very important in junior high school mathematics education and teaching. They can help students better understand and master mathematics knowledge and lay a solid foundation for future study and work: 1. Pay attention to the consolidation and expansion of basic knowledge: Junior high school mathematics is a basic subject that requires students to master basic mathematical concepts and calculation methods. Therefore, in education and teaching, we should pay attention to the consolidation and expansion of basic knowledge. Through a variety of ways, such as explaining examples, practicing exercises, conducting competitions, etc., students should be able to understand the principles of mathematics and be able to apply them flexibly. 2. Cultivate students 'logical thinking ability: Mathematics is a logic-based subject that requires students to cultivate their logical thinking ability through independent thinking and solving problems. In education and teaching, we can stimulate the students 'thinking vitality through brainstorming, group discussion, problem solving and other ways to make them understand and master mathematical knowledge and also have a certain logical thinking ability. 3. Focus on practice and application: Mathematics is a very practical subject. Only by applying theoretical knowledge to practice can you truly master and apply what you have learned. Therefore, in education and teaching, we should pay attention to practice and application. Through conducting experiments, simulation exercises, solving practical problems and other ways, students can apply mathematical knowledge to real life and improve their mathematical application ability and practical ability. 4. Pay attention to the individual differences of students: Every student has their own characteristics and needs. Therefore, in education and teaching, we should pay attention to the individual differences of students and formulate different teaching plans and teaching methods according to the characteristics and needs of students. For example, students with strong learning ability could carry out in-depth explanations and extended exercises, while students with weak learning ability could carry out interaction teaching and fill in gaps. 5. Strengthening teaching feedback and improvement: Teaching feedback and improvement is a very important part of education and teaching. Only through continuous feedback and improvement can we better improve the quality of teaching. Therefore, in education and teaching, we should strengthen teaching feedback and improvement, listen to students 'opinions and suggestions in time, and adjust teaching plans and teaching methods in time according to students' feedback so that students can better understand and master mathematical knowledge.

1. Calculation: 1. 8 + 2 = 2. 4 + 5 = 3. 7 - 3 = 4. 7 + 2 = 5. 4 + 3 = 6. 9 - 7 = 7. 3 + 5 = 8. 2 + 2 = 9. 9 - 5 = 10. 9 - 6 = 11. 10 - 7 = 12. 10 - 7 = 13. 6 - 5 = 14. 8 - 6 = 15. 6 - 4 = 16. 2 + 3 = 17. 2 + 5 = 18. 7 - 0 = 19. 0 + 5 = 20. 7 - 7 = 2. Draw a picture. 1. There were as many zeros as there were zeros. (Give a number of zeros and draw the corresponding number of zeros as required) 2. There are two more pictures than the number of pictures. (Give a number of zeros first, then draw the corresponding number of stars according to the requirements) 3. Draw according to the pattern. (Give some of the diagrams as follows: → →) 3. Fill in "","" or "=". 1. 9 ○ 8 2. 3 ○ 7 3. 2 ○ 6 4. 2 ○ 2 5. 3 + 3 ○ 3 - 3 6. 8 - 8 ○ 6 - 6 7. 5 + 5 ○ 2 - 2 Fourth, fill in the appropriate number in (). 1. 9 + （ ） = 10 2. 5 = （ ） + 2 3.（ ） +（ ） = 8 4.（ ） + 6 = 9 5. 7 = 9 -（ ） 6.（ ） -（ ） = 6 5. Fill in the blanks with the appropriate numbers (Give me a table of numbers and fill in the blanks as required). Sixth, fill in the appropriate numbers in order (according to the specific requirements of the question, fill in the numbers in order). Seven, Single Choice Questions 1. In the teaching of quantity, children generally learn () A: Natural measurement B: Unit of measurement C: Standard measurement reference 2. The age at which a child can understand the relationship between size and length is usually () A: 3 - 4 years old B: 4 - 4.5 years old C: 5 - 6 years old D: 7 years old 3. One of the ways to provide children with suitable materials, teaching aids, and environments to explore and obtain mathematical perceptual experience and logical knowledge was to (). A: Operation Method B: Exploration Method C: Discovering Method D: Independent Learning Method 4. Children could generally achieve the conservation of basic numbers at the age of (). 8. Answer the questions according to the situation (for example, answer the questions according to the order of the questions in the middle class math activity, the candy store's prize guessing game). <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

On November 3rd, the organizing committee of the global mathematics competition announced the list of winners for 2024. A total of 86 contestants won, including five gold medals. Qu Xiaoyu, an 18-year-old boy from Chongqing, won the gold medal again. In 2023, Qu Xiaoyu became the youngest gold medal winner in the history of the competition with a perfect score. He was born in July 2006 and was once a student of Bashu Middle School in Chongqing. He won the gold medal in the 63rd International Mathematical Olympiad in 2022 and was sent to Peking University's Mathematics Department. Qu Xiaoyu started reading Mathematical Analysis when he was in the fifth or sixth grade of elementary school. He was attracted by the content of the book and read it two or three times over the past two years. He didn't think that he was a genius. The more he studied mathematics, the more he felt insignificant. He also liked the piano. He felt that mathematics and piano had something in common and were both wonderful arts. While waiting for the TV series, he could also read the exciting content related to this site!

Here are some interesting math questions related to Journey to the West: ** 1. Compose a formula according to the numbers in the poem ** In Journey to the West, there was a poem that said,"No guests leave the ten-mile pavilion, and the stars are seen in the nine heavens." All the ships on the eight rivers were closed to the harbor, and all the 7,000 prefectures and counties were closed. The six palaces and five houses returned to the official position, and the four seas and three rivers stopped fishing. The bells and drums on the two towers are ringing, and a bright moon is filling the world." Using the numbers 10, 9, 8, 7, 6, 5, 4, 3, 2, and 1 in the poem, add appropriate mathematical symbols without disrupting the order, and form ten formulas, so that the results are equal to 10, 9, 8, 7, 6, 5, 4, 3, 2, and 1. For example: 1. To make the result 10:$(1 + 9)+(2 - 1)+(3 - 2)+(4 - 3)+(5 - 4)+(6 - 5)+(7 - 6)+(8 - 7)+(9 - 8)+(10 - 9)=10$ 2. To make the result 9:$10 - 1+9 - 9+8 - 8+7 - 7+6 - 6+5 - 5+4 - 4+3 - 3+2 - 2+1 - 1 = 9$(There are multiple answers) ** 2. Combining the mathematical problems of the people who learned from the scriptures ** Assuming that Tang Sanzang and his disciples went to beg for alms, they could make ten steamed buns on the first day, eight steamed buns on the second day, and only four steamed buns on the third day because they were in the demon's territory, how many steamed buns could they make on average every day? Calculating process: $(10 + 8+4) div3 = 22 div3 = 7, 7frac {1}{3}$(unit) ** 3. Itinerary related math problems ** Tang Sanzang and his disciples went to the West to obtain scriptures. They set off from Chang 'an to Spirited Mountain. Assuming that the distance between Chang' an and Spirited Mountain was 108000 miles, they had already walked 36000 miles. According to the speed of walking 120 miles a day, how many more days would it take to reach Spirited Mountain? Calculating process: $(108000 - 36000)/120 = 72,000/120 = 600$(days) <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following is some information related to high school mathematics online classes: - ** Teacher's recommendation **: - "First Mathematics" Teacher: He teaches online classes on various platforms and has many fans. The video content is about high school mathematics teaching. It is featured by a half-question and half-talk thinking method. It can guide students to discover more content from the questions and make boring mathematics interesting. His complete high school mathematics collection has 50 million views. It is suitable for students with poor foundations to watch the course content with clear explanations of concepts. After a solid foundation, they can also watch the advanced courses. - Zhao Lixian: "It's suitable for students with a score of 110 or above. The course is more outstanding in terms of thinking." - Senior Liang: "The class is more complete, which will help the students improve their grades gradually." - Wang Wei,"Although it's not that popular, some students recommend it." - ** Online school recommendation **: - New Oriental Online, Simple Learning Network, Primary and Secondary Education Network, Dezhi Online School, etc. had good reputations. These online schools were generally taught by famous teachers and had professional guarantees. Moreover, online classes were cheaper than face-to-face classes, had a wide variety of classes, and had the advantages of free time and venue. - ** Free course resources **: - The high school mathematics tutoring website was operated by Jinghan Education. It was an online educational resource platform that focused on mathematics. It provided learning materials such as learning squares, high school mathematics coursewares, high school examination papers, and many other sections. All resources could be downloaded and viewed for free. - There were also free high school mathematics video lessons such as the 2022 college entrance examination true question series, the 2022 Beijing college entrance examination mathematics 20 questions (derivative)(examinee's memories), the college entrance examination mathematics foundation, the application of the college entrance examination mathematics geometric meaning, three-view restoration, function assignment method to solve the series problem, and so on. "Oh, My Yao" was equally exciting. Everyone, please click to read it!

The collection and arrangement of comprehensive data in junior high school mathematics can be carried out in many ways. In terms of teaching methods, the use of guided inquiry teaching can help improve students 'independent inquiry ability, allowing students to start from the problems around them and use the existing knowledge to solve problems under the guidance of teachers. In this process, it was crucial to pay attention to the teaching process. For example, to let the students comprehend, gain knowledge, and create new ideas during the discussion. While actively acquiring knowledge, they also felt the necessity of cooperation. Teaching methods should be diverse, and creating realistic, interesting, and thought-provoking problem situations was a good choice. After that, they would organize students to explore independently, cooperate and exchange knowledge, and finally expand their application. This form reflected that mathematics knowledge originated from reality and was applied to reality. It emphasized the students 'self-awareness and allowed them to feel and experience in participating in mathematics activities, which was in line with the concept of "people-oriented". In terms of teaching content, it was important to let the students experience the process of data collection and sorting. For example, when counting the data related to people, the students should be guided to sort them according to different standards, such as the identity of the person, the type of activity, gender, etc. At the same time, it was necessary to pay attention to the correct classification and collection of data according to the needs of statistics, and to let students experience the variety of statistics under different standards. In the practice and feedback section, the practice allowed the students to reflect and evaluate their knowledge, skills, thinking methods, and emotional attitudes. For example, by doing exercises on data collection and sorting, such as counting the number of people in after-school activities, weather conditions, etc., students could consolidate what they had learned, and teachers could also use this to understand the situation of students to adjust teaching strategies. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The summary and reflection on the improvement of junior high school mathematics teaching can be written from the following aspects: ** I. Analysis of problems in teaching ** 1. ** In terms of classroom teaching mode ** - In terms of content, they might rely too much on teaching materials and lack open content. It would be difficult to stimulate students 'imagination, creativity, and scattered thinking. For example, when teaching a new mathematical concept or theorem, they only explained it according to the steps and examples in the textbook. They didn't guide the students to think about the meaning and extension of the concept from different angles, or explore various methods to prove the theorem. - The interaction between teachers and students was insufficient. Some classes were over-taught, and the balance between teaching and practice was not grasped. For example, when explaining math examples, the teacher had been explaining the steps to solve the problem, not giving the students enough time to think and try to solve the problem on their own. As a result, the students lacked active participation in the classroom and only passively accepted the knowledge. The teaching rhythm did not match the students 'learning rhythm, ignoring the differences in students' foundation and ability. 2. ** Teaching design ** - They lacked consideration for the actual situation of the students, and they did not have sufficient "student preparation" and "study plan". For example, when designing the teaching content, they did not adjust it according to the students 'existing knowledge level, learning ability, and interests, making the teaching content too difficult or too easy for some students. The handling of teaching materials was not flexible enough, and there was no effective choice, combination, expansion, and deepening. As a result, the classroom teaching could not penetrate the basic knowledge points well, and the hot and difficult points of the middle school entrance examination could not be activated in time. - The classroom density was unreasonable and the students 'participation was low. For example, there was too little time for students to study, ask questions, practice, and feel in class. Most of the time was occupied by the teacher's explanation. The students 'participation opportunities and participation were limited, and it was difficult to meet the learning needs of students at different levels. 3. ** Coping with the middle school entrance examination ** - He did not have a deep enough understanding of the examination scope, requirements, form, characteristics and rules of the questions. In the teaching process, they relied too much on review materials, did not select and integrate the materials, and did not actively build a knowledge framework. As a result, they could not effectively build the mathematical knowledge system, guide the methods, and cultivate the ability of the students in the classroom. 4. ** Teaching Evaluation ** - The classroom design lacked an effective teaching evaluation link, and it could not understand the students 'gains in the classroom in time. For example, when designing teaching goals before class, they did not consider how to check whether the students had achieved their goals in the classroom in time. They also did not reflect on the students 'classroom performance and learning effects after class, resulting in the three links of " what to teach students "," what students have learned ", and " what students still want to learn " being disconnected. ** 2. Analysis of Students 'Learning Status ** 1. ** Learning motivation and interest ** - Due to the problems in classroom teaching, students lack interest, confidence, and motivation in mathematics learning. He rarely took the initiative to speak in class and was even unwilling to speak. For example, when explaining difficult mathematical concepts or methods of solving problems, students might feel that mathematics learning is boring because of the boring teaching method of the teacher. 2. ** Knowledge Mastery and Learning Methods ** - Students did not have a solid grasp of classroom knowledge, and their understanding was not comprehensive. They spent a lot of ineffective time outside the classroom. Many students did not pay attention to book knowledge and did not use textbooks as an effective review carrier. They lacked systematic review and were more passive in learning. For example, when reviewing mathematics knowledge, students might just blindly do practice questions and not return to the textbook. They did not review the basic knowledge such as concepts and theories in the textbook, resulting in an incomplete knowledge system. - Some students lacked clear guidance from teachers, and there were no scientific plans and individual arrangements when studying and reviewing. The learning effect was not obvious. For example, during the preparation stage, some students did not know how to make a review plan according to their actual situation. They only followed the teacher's review progress and did not carry out targeted and strengthened review for their weaknesses. ** 3. Modification measures ** 1. ** Raise the awareness of classroom effectiveness ** - Teachers should make it clear that the purpose of teaching is to let students learn knowledge and learn well, not simply to complete the teaching content. For example, in the teaching design of each lesson, it was necessary to specify the specific knowledge and skills that the teaching goal of the lesson was to let the students master, and to ensure that the students could achieve these goals through reasonable teaching methods and means. 2. ** Get timely feedback ** - In the classroom, there were many ways to understand the students 'learning situation, such as asking questions, group discussions, classroom exercises, etc. For example, after explaining an important knowledge point, a simple classroom exercise could be used to test the student's mastery. The teaching progress and method could be adjusted in time according to the student's feedback. At the same time, they had to do a good pre-class review and class summary to help students consolidate what they had learned. 3. ** Increase classroom teaching efficiency ** - The lesson preparation should be meticulous, in-depth study of teaching materials and students 'actual situation, reasonable selection, combination and expansion of teaching content. The exercises and assignments should also be carefully selected to avoid letting students do a lot of meaningless exercises. They should be designed according to the teaching objectives and the actual situation of the students to help the students consolidate their knowledge and improve their ability to solve problems. 4. ** Strengthened multi-level teaching and guidance ** - Students were divided into different levels according to their learning ability and basic level, and different teaching methods and coaching strategies were adopted. For example, for students with strong learning ability, they could provide some extended learning tasks, such as training for math competition questions, etc. For students with weak learning ability, they should strengthen the guidance of basic knowledge to help them find gaps and gradually improve their academic performance. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following is a lesson plan and reflection example on the nature and judgment of the middle school mathematics diamond: ##1. The Nature of the Diamond and Judgment of Teaching Plans ###(1) Teaching objectives 1. Knowledge and Skill Target - Students can understand the definition of rhombus, grasp the properties of rhombus and determine the theorem. - Able to use the properties of diamonds and determine the theorem to solve related mathematical problems. 2. process, method, goal - Through observation, operation, reasoning and other activities, students 'logical thinking ability and space concept are cultivated. - Through the process of exploring the properties of diamonds and determining them, he experienced mathematical methods such as analogy and transformation. 3. Emotions, attitudes, values, goals - To feel the close connection between mathematics and life and stimulate students 'interest in learning mathematics. - In the inquiry activities, the students 'awareness of cooperation and communication and the spirit of courage to explore were cultivated. ###(2) Difficulties in Teaching 1. ** Teaching Focus ** - Understanding and mastering the properties of rhombus and judgement theorem. - Using the properties of the diamond and the judgment theorem to calculate and prove. 2. ** Teaching Difficulties ** - The flexible use of the diamond property and the judgement theorem. - The addition of auxiliary lines in diamond-related problems. ###(3) Teaching Method Teaching method, inquiry method, group cooperation method, etc. ###(4) Teaching process 1. Lead in a new lesson - By showing some examples of diamond-shaped shapes in real life (such as diamond-shaped floor tiles, diamond-shaped windows, etc.), the students were guided to observe and think about the common characteristics of these shapes, thus leading to the definition of diamond-shaped shapes: a set of paralleled quadrigrams with equal adjacent sides is called a rhombus. 2. Exploring the nature of the diamond - Ask the students to review the properties of the quadrilateral, and then guide the students to explore the properties of the rhombus from the sides, angles, and diagonal. - The students explored the nature of the diamond through folding paper and measuring. The teacher inspected and gave guidance. - Investigation result summary: - Edge: All four sides of the diamond are equal. - Corner: The opposite corners of the diamond are equal, and the adjacent corners complement each other. - Diagonals: The two diagonal lines of the diamond are vertical to each other, and each diagonal line bisects a set of opposite angles. - The teacher commented and supplemented the students 'exploration results, and used tools such as the Geometrizer's Drawing Board to perform dynamic demonstration to deepen the students' understanding of the rhombus nature. 3. The application of rhombus property - Explain the example: Given the diagonal AC = 6 and BAD = 120° of the diamond, find the side length and area of the diamond. - Guide the students to analyze: According to the properties of the diamond, first find BAC = 60°, then use the properties of the equinoceros triangle to find the side length, and then find the area according to the diamond area is equal to half of the diagonal product. - Student practice: Arrange some diamond-shaped exercises for students to complete independently. The teacher will patrol and correct the students 'mistakes in time. 4. Exploring the Judgement of Diamond - Question: How do you determine if a quadrilateral is a rhombus? Guide the students to review the methods of determining the quadrilateral and the rectangular shape, and explore the method of determining the rhombus shape by analogy. - The students divided into groups to discuss and try to come up with a diamond conjecture from the sides, corners, and diagonal. - The teacher sorted out and analyzed the students 'conjectures, and then proved the diamond-shaped theorem through logical reasoning: - A rhomboid with equal adjacent sides is a rhombus. - A rhomboid with diagonal lines at right angles to each other is a diamond. - A quadrilateral with four equal sides is a rhombus. - The teacher explained the diamond-shaped decision theorem in detail through examples and graphs, so that the students could understand the conditions and conclusions of the decision theorem. 5. The application of diamond judgment - Explain the example: In the known quadrilateral ADC, ADC = DA, prove that the quadrilateral ADC is a rhombus. - Guide the students to analyze: According to the theorem that a quadrilateral with four equal sides is a rhombus, the conclusion is directly drawn. - Student practice: Arrange some practice questions related to the diamond judgment and let the students complete them independently. The teacher will patrol and tutor individual students. 6. Class summary - Guide the students to review the content of this lesson, including the definition of diamonds, properties, judgment theorem, and related solution methods. - He emphasized the importance of the rhombus property and decision theorem in solving geometry problems and encouraged students to use them flexibly in their future studies. 7. arrange homework - Arrange some written homework, such as the exercises in the textbook, to consolidate the knowledge learned in this class. - He assigned an exploratory assignment to let the students think about the relationship between the diamond and the square, paving the way for the next class. ##2. Reflection on Teaching ###(I) Success 1. In the teaching process, the students were guided to learn the nature and judgment of the rhombus through independent inquiry and group cooperation, which cultivated the students 'inquiry ability and cooperative consciousness. 2. Using life examples to introduce new lessons, it stimulated the students 'interest in learning and made them feel the close connection between mathematics and life. 3. When explaining the properties of the rhombus and the judgment theorem, the students were taught in a variety of ways (such as folding paper, measurement, demonstration of the geometric sketchpad, etc.) to help the students better understand and master the knowledge. 4. The design of the teaching process was reasonable. From introduction, exploration, application to summary, assignment, it progressed step by step, in line with the students 'cognitive laws. ###(2) Deficiency 1. In the classroom, there was not enough attention to some students, resulting in some students not getting timely help when they encountered difficulties in the process of inquiry activities and practice. 2. In the process of explaining the proof of the diamond decision theorem, some students had some difficulty understanding it. In the teaching, more attention should be paid to the detailed explanation of the reasoning process and the teaching pace should be slowed down. 3. In the practice session, the difficulty level of the practice questions was not clear enough, and the learning needs of students at different levels were not fully considered. ###(3) Enhancement measures 1. In the future, he should pay more attention to all students, especially those with learning difficulties, and give them timely guidance and help. 2. When explaining the proof of an important theorem, he had to be more detailed and patient. He had to use a variety of methods to explain it, such as decomposing the steps and combining examples to ensure that most students could understand it. 3. When designing practice questions, it was necessary to carefully design questions of different difficulty levels to meet the learning needs of students of different levels. At the same time, it was necessary to strengthen the explanation and analysis of practice questions to improve students 'ability to solve problems. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The summary and reflection of the online school mathematics tutor could be carried out from many aspects such as teaching methods, students 'learning situation, teaching results, and so on. ** 1. Teaching methods ** 1. ** The importance of connecting knowledge ** - In high school mathematics teaching, we must pay attention to the connection between old and new knowledge. For example, when explaining the content of the one-variable cubic function, for the problem of solving the maximum value of the function with parameters in high school, he should first review the basic knowledge of solving the maximum value of the one-variable cubic function without parameters in junior high school. Starting from the simple non-parameter-free function solution, they gradually transitioned to complex questions with parameters and interval changes. This would allow students to better understand new knowledge and avoid gaps in knowledge. 2. ** Teaching strategy adjustment ** - For students of different levels, such as the top students of Grade One, the ordinary students of Grade Two, and the students preparing for Grade Three, different teaching strategies needed to be formulated. For the top students of Grade One, they should pay attention to the setting of the curriculum system and the optimization of the teaching content; for the students of Grade Two, they should carry out a special summary of the geometry curriculum to cultivate the students 'geometric thinking ability; for the students of Grade Three, they should adjust the teaching focus according to the requirements of the middle school examination to help the students better cope with the examination. 3. ** New teaching methods ** - Using modern technology to carry out teaching, such as building science and technology classrooms, using the geometric sketchpad, online microclasses, etc. These methods could make abstract mathematical knowledge more intuitive to the students and improve their interest in learning and understanding. - Try different teaching models, such as the application of teaching theories such as class differences, effective classroom error correction, and innovative classroom. The same class with different structures could allow teachers to examine the teaching content from different angles and find the most suitable teaching method for students; effective classroom error correction could correct students 'wrong concepts in time and improve learning efficiency; innovative classrooms could help stimulate students' enthusiasm for learning. ** 2. Students 'learning situation ** 1. ** The solution to the mental disorder ** - High school mathematics focused on logical thinking, and students might encounter thinking obstacles. Teachers needed to analyze the difficulties of students 'thinking in the learning process. For example, when solving high school mathematics thinking obstacles, they had to recognize that different students had different understanding and acceptance of knowledge. Some students had difficulties in the process of changing from junior high school mathematical thinking to senior high school mathematical thinking. Teachers should guide them according to these situations, such as helping students establish a logical thinking system through specific examples and detailed steps to solve problems. 2. ** The learning demands of students at different levels ** - Children of different grades and levels had different demands for tuition. For students with weak foundations, they might need to consolidate their basic knowledge, while for students with better grades, they needed to expand the depth and breadth of their knowledge and improve their problem solving skills and thinking ability. Teachers had to adjust the teaching content and progress according to the actual situation of the students to meet the learning needs of different students. ** 3. Teaching Achievement ** 1. ** Teaching ability improved ** - In the process of teaching, the teacher's own teaching ability was also constantly developing. For example, from the beginning, he was not confident in the teaching of the second grade mathematics class to gradually undertake more teaching tasks, such as teaching three grades and six classes. Through continuous exploration, learning, and practice, there would be a certain growth in teaching content, teaching methods, and so on. - In the process of training new teachers, teachers would constantly reflect on their own teaching methods. When trying to impart teaching experience to new teachers, they would think more deeply about whether their teaching concepts and methods were reasonable, thus promoting their own teaching ability to further improve. 2. ** Impact on students 'grades and abilities ** - Through effective teaching, students should be able to master mathematical knowledge and improve their mathematical thinking ability. For example, after the systematic teaching of the one-variable cubic function, the students should be able to master the minimum and maximum value solution methods of various types of one-variable cubic functions, and they should be able to use the knowledge they have learned to perform logical reasoning and calculations when solving related mathematical problems. At the same time, for the teaching of geometry in the second year of junior high school, the students 'geometric thinking ability should be cultivated and they should be able to solve some geometric problems independently. Online school math tutors should constantly summarize their teaching experience and reflect on their teaching methods and students 'learning situation to improve the quality of teaching and students' learning effects. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

There were quite a number of popular mathematics teaching videos on TikTok. For example, Brother Yong's Super Mathematics, created by a teacher from Wuhan-based school, gained 1.2 million "learning fans" within a year; Hengzhong teachers 'free live broadcast of mathematics increased their fans by 280,000 and increased their students' scores from 50 to 95 points; There was also a Suzhou math teacher with the online name "Wendong Libra". He had more than four million likes. In addition to sharing his daily teaching, he would also share his problem solving skills and other content. In addition, there were also Teacher Li who provided mathematics thinking classes for grades 1 to 6, as well as free live broadcasts of teaching methods for the new semester like "Teacher Quan Quan". These teachers posted mathematics teaching videos on the TikTok platform, attracting many fans to pay attention to their studies. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>