Teaching plan for mathematics teachers 1
I. Guiding ideology
To deepen the teaching reform, starting from promoting students' all-round, sustained and harmonious development, we should focus on cultivating students' innovative consciousness and practical ability, fully embody "new courses, new standards and new teaching methods", adhere to the road of "teaching and research", and strive to explore the education and teaching mode of "reducing burdens and increasing efficiency" to cultivate students' learning and application of mathematics. Fully develop students' mathematical thinking and comprehensively improve the quality of education and teaching.
Second, the analysis of students' situation
Grade seven students often continue to learn by rote in primary school, unable to understand thoroughly, which makes their self-study ability and practical application ability not well cultivated. Attention should be paid to the guidance of students' reading. Grade seven students often don't adapt to the increase of courses and the increase of classroom learning. They pay attention to the guidance of listening methods.
Learning is inseparable from thinking. If you think well, you can learn to live efficiently. You can learn to die if you don't think well, and the effect is poor. Grade seven students tend to stick to fixed thinking in elementary school arithmetic, and their thinking is narrow and slow, which is not conducive to subsequent study. We should pay attention to guiding students to think.
When solving problems, students often have problems of unclear writing and chaotic logic, so we should pay attention to guiding students' writing. Whether students master good memory methods is related to their academic performance. Because junior one students are in the primary logical thinking stage, there are more mechanical memory components and less understanding memory components when memorizing knowledge, which can't meet the new requirements of junior one teaching, so we should pay attention to the guidance of students' memory.
Third, the analysis of teaching materials and curriculum standards
Chapter 1 Rational Numbers
1. Through practical examples, I feel the necessity of introducing negative numbers. In practical problems, I will use positive numbers and negative numbers to represent quantities.
2. To understand the meaning of rational numbers, we can use points on the number axis to represent rational numbers, understand the meaning of opposites and absolute values with the help of the number axis, find the opposites and absolute values of rational numbers (absolute value symbols do not contain letters), compare the sizes of rational numbers, and learn how to consider problems from both numbers and forms through the study of the above contents.
3. Master the addition, subtraction, multiplication and Divison of rational numbers, understand the operation rules of rational numbers, simplify operations by using the operation rules, and solve simple problems.
4. To understand the meaning of power, I can perform power operation and simple mixed operation (mainly divided into three steps), further feel large numbers through examples, and express and understand the concepts of divisor and effective number through scientific notation.
Chapter II Addition and subtraction of algebraic expressions
Master monomial, polynomial and related concepts. Fully understand and master the concept of similar terms, and on this basis, master the addition and subtraction of algebraic expressions, and skillfully use them to lay a solid foundation for the next chapter of linear equations.
Chapter III One-variable Linear Equation
1. It is an effective mathematical model to describe the real world after the process of "abstracting practical problems into mathematical equations". Understanding linear equations and related concepts is a mathematical progress.
2. Through observation and induction, we can get the properties of equations, and use them to explore the solution of linear equations with one variable.
3. Understand the basic goal of solving the equation (to gradually transform the equation into the form of x=a), be familiar with the general steps of solving the linear equation with one variable, master the solution of the linear equation with one variable, and understand the reduction thought contained in the solution.
4. Being able to "find out the known number and unknown number in practical problems, analyze the relationship between them, set the unknown number, and list equations to represent the equivalent relationship in problems" and experience the idea of establishing mathematical models.
5. By exploring the relationship between practical problems and linear equations, we can further understand the basic process of solving problems with linear equations, feel the application value of mathematics, and improve the ability of analyzing and solving problems.
The fourth chapter is the preliminary understanding of graphics.
1. Through a large number of examples, we can experience, feel and understand the geometric figures based on things in life, and understand the basic characteristics of some simple geometric bodies (cuboid, cube, prism, pyramid, cylinder, cone, sphere, etc.). ), identify these geometric bodies, and initially understand the method of abstracting geometric concepts from concrete things, as well as the dialectical relationship between special and general.
2. Some basic geometric figures (straight prism, cylinder, cone, sphere) can be drawn from different directions and their simple combinations can be used to get plane figures; Understand the development diagram of straight prism, cylinder and cone, and can make three-dimensional model according to the development diagram imagination; Through abundant examples, we can further understand points, lines, surfaces and bodies and understand their relationships. In the process of mutual transformation between plane graphics and three-dimensional graphics, we can initially establish the concept of space and develop geometric intuition.
3. Further understand the concepts of straight line, ray and line segment, and master their representation methods; Combined with examples, understand the nature that two points determine a straight line and the shortest line segment between two points, and understand the meaning of the distance between two points; Will compare the size of line segments, understand the concepts of sum and difference of line segments, midpoint of line segments, and draw a line segment equal to a known line segment.
4. Through abundant examples, further understand the angle, understand the two description methods of the angle, and master the expression method of the angle; Can compare the size of angles, can estimate the size of angles, can calculate the sum and difference of angles, know degrees, minutes and seconds, and can perform simple conversion; Knowing the concept of bisector of an angle, the concepts of complementary angle and complementary angle, and the properties of "the complementary angle of an equal angle is equal" and "the complementary angle of an equal angle is equal", we draw an angle equal to a known angle (ruler drawing).
5. Gradually master the representation method of the learned geometric figures, draw corresponding figures according to sentences, and describe simple figures with sentences.
6. Experiencing graphics is an important means to describe the real world. It can apply the knowledge of space and graphics to explain the phenomena in life and solve simple practical problems, and realize the significance of learning geometric graphics.
7. Stimulate students' interest in learning space and graphics, and initially form the consciousness of actively participating in mathematics activities and actively cooperating with others through exchanges and activities with other students.
Fourth, specific measures.
1, seriously study the theory of education and teaching, implement the concept of curriculum standards, and let students learn actively through observation, thinking, exploration, discussion and induction.
2, grasp the connection with the first two stages, grasp the teaching requirements, and don't arbitrarily inflate.
3. Highlight the key content of the equation and integrate the preliminary knowledge of the equation into the process of discussing the equation; Highlight the sequence equation and discuss and solve the equation with practical problems; By strengthening inquiry, cultivate the ability to analyze and solve problems, innovative spirit and practical consciousness; Pay attention to the infiltration of mathematical thinking methods and mathematical culture.
4. Grasp the requirements of "preliminary understanding of graphics". Make full use of the physical prototype in the real world to teach and show the colorful geometric world; Emphasize students' hands-on operation and active participation, so that students can understand graphics and develop the concept of space in activities such as observation, operation, imagination and communication; Pay attention to the relationship between concepts, deepen understanding through comparison, and attach importance to the cultivation and training of geometric language; Make good use of the selected content.
5. Strengthen practice appropriately, deepen the mastery of basic knowledge and skills, but don't blindly pursue the number of exercises.
6, do a good job in six teaching, pay attention to guide students to learn the law. Teaching reading, listening, thinking, writing and memory.
Mathematics teachers' curriculum teaching plan II
I. Guiding ideology
Through mathematics teaching, students can learn the basic mathematical knowledge and skills necessary for modernization and further study of modern science and technology; Strive to cultivate students' computing ability, logical thinking ability, problem analysis and problem solving ability.
Second, the basic situation analysis
This semester, I am a math teacher in Class (3) and Class (6) of Grade 7. There are 57 students in Class (3) and 53 students in Class (6). This semester, I will learn the basics of algebra and have a better understanding of graphics. In mathematical thinking, students are in a transitional period from image thinking to logical abstract thinking. During this period, it is undoubtedly beneficial for students to think about some problems that are conducive to proper thinking in combination with teaching. In terms of study habits, we should correct some bad habits in primary schools and consolidate good habits, such as thinking independently, summing up seriously, correcting homework in time and studying ahead of time. , should be strengthened; Through these days' observation, most students have seriously lost confidence in mathematics, and they turn pale when they talk about mathematics. Therefore, we should give these students confidence and enthusiasm; There is an adaptation process for students to enter junior high school. Start with a low starting point and explain slowly so that students can quickly adapt to junior high school life. Students still find it difficult to learn new textbooks. For myself, there is also a process of learning new textbooks, new standards and expanding textbooks, which is still a challenge for me.
Third, the semester work objectives
Through this period of teaching, students can form a certain mathematical quality, consciously use mathematical knowledge to solve mathematical problems in life, form a solid mathematical basic skills, and lay a good foundation for continuing to study mathematics in the future.
Pay equal attention to moral education and scientific education. Cultivate students to master scientific learning methods, form a good style of study, form good math learning habits, and form a harmonious relationship between teachers and students. Make students develop morally, intellectually and physically.
Fourth, specific measures.
1, do a good job in teaching. Taking teaching Grade Six seriously as the main method to improve grades, studying the new curriculum standard, studying new textbooks, expanding the content of textbooks according to the new curriculum standard, listening to lectures carefully, correcting homework, giving guidance carefully and doing test papers conscientiously have also helped students learn to be serious and develop their quality.
2. An interested teacher is a teacher, Einstein said. Stimulate students' interest, introduce mathematicians and mathematical history to students, introduce corresponding interesting mathematical problems, give corresponding mathematical thinking problems, and stimulate students' interest.
3. Dig out special students in mathematics, develop their specialties and make them stand out.
4. Carry out stratified teaching experiments, so that different students can learn different knowledge, so that everyone can learn useful knowledge, so that different people can get different development and gain a sense of success, so that top students can become better and poor students can gradually catch up.
Mathematics teachers' curriculum teaching plan 3
First, the class situation analysis
By consulting the freshmen's admission record book, comparing the usual grades of primary school with those of primary school graduation, and investigating some freshmen, it is found that the freshmen's mathematics scores in this class are uneven and polarized seriously. Although there are many high scores, they generally have poor grades. More than half of the students failed in math, and even many students got more than ten points in math test. From the analysis of primary school graduation thesis, it can be seen that quite a few students' mastery of mathematics knowledge is limited to simple calculation and lack of flexible application ability; Knowledge points are not well grasped, and lack of systematicness and logicality.
Second, the guiding ideology
Conscientiously implement the basic teaching objectives put forward by the new mathematics curriculum standards. Starting from the actual situation of students, starting from daily life, combining with classroom teaching activities, the teaching scheme is carefully designed, and finally the mathematics teaching task of the first volume of the seventh grade is successfully completed. Pay attention to cultivating students' perceptual knowledge and turn it into rational thinking. Through classroom teaching, classroom practice, classroom homework, after-class consolidation and other methods and means, help students gradually establish mathematical thinking mode; Make students learn to observe, think, explore independently and summarize the law; And then improve students' ability to apply mathematical knowledge.
Third, the teaching objectives
1, knowledge and skills target. Through the exploration of practical problems, students can understand rational numbers and algebraic expressions, master the necessary operation skills, and use rational numbers and algebraic expressions to explore the quantitative relations and changing laws in specific problems, and describe them with algebraic expressions. Through the preliminary understanding of objects and graphics, master the basic skills of reading and drawing, and know the most basic graphics, points, lines and angles.
2. Process and method objectives. Learn to extract mathematical information from practical problems and express the relationship between things with rational numbers and algebraic expressions; By exploring the properties of points, lines and angles, and the transformation of graphics, three views and expanded drawings, the concept of space is initially established and geometric intuition is developed. Cultivate the thinking mode of solving practical problems by mathematical methods; Cooperate with each other through the process of solving problems, and form the habit of independent thinking and cooperative communication.
3. Emotional and attitudinal goals. Through learning, we can understand the close relationship between mathematics and life, clarify the significance of learning mathematics, and use mathematical knowledge to solve practical problems, gain successful experience, and establish confidence in learning mathematics well. Recognize that mathematics is an important tool to solve practical problems and understand the important role of mathematics in promoting social progress and development. Learning cognitive mathematics is a process full of observation, practice, inquiry, induction, analogy, reasoning and creation. Develop a good thinking quality of combining independent thinking with cooperation and communication. Understand the outstanding contributions of mathematicians in China, and enhance national pride and patriotism.
Fourth, teaching material analysis.
Chapter 1, Rational Numbers: This chapter mainly studies the basic concepts and operations of rational numbers. On the one hand, it is the transition from arithmetic to algebra, on the other hand, it lays a solid foundation for further study. The key content of this chapter is to understand the basic concept, classification and size comparison of rational numbers; Understand the meaning of reciprocal, absolute value and reciprocal and use their properties to simplify the calculation; Understand all kinds of algorithms, algorithms and sequences of rational numbers, and master the mixed algorithms of rational numbers. The difficulty of this chapter lies in understanding the basic concepts and operation rules of rational numbers and applying them to practical problem solving and calculation.
Chapter 2, Addition and subtraction of algebraic expressions: This chapter introduces the concept of algebra through daily life cases, and then deduces the concepts of monomial and polynomial, explores the addition and subtraction operations of monomial and polynomial, and deepens students' understanding of formulas and logarithms. This chapter focuses on understanding the concepts of monomial, polynomial and similar terms, mastering the concepts of monomial and polynomial, mastering the rules of merging similar terms and removing brackets, and adding and subtracting algebraic expressions. The difficulty in this chapter is to understand the rules of merging similar items and removing brackets, and skillfully apply them to the calculation of algebraic expressions.
Chapter 3: One-dimensional linear equation: This chapter mainly studies the concept, basic properties, solution and application of one-dimensional linear equation. It is not only one of the key contents of this semester, but also lays a solid foundation for studying other equations in the future and cultivates students' equation thinking. The key content of this chapter is to understand the basic attribute of equality; Master the general steps of solving a linear equation with one variable: removing denominator, brackets, shift terms, merging similar terms, and transforming coefficients into1; Master the basic idea of solving practical problems with column equations. The difficulty of this chapter lies in solving the linear equation of one yuan and solving simple practical problems by using the linear equation of one yuan.
The fourth chapter, the preliminary understanding of graphics: this chapter starts with life graphics and patterns, and through the exploration of points, lines and angles, cultivates students' observation ability and practical operation ability, and gradually raises perceptual knowledge to abstract mathematical graphics. On the one hand, the focus of this chapter is to master the related properties of straight lines, rays, line segments and angles, and calculate the sum and difference of line segments and angles; Understand the nature and application of complementary angle and complementary angle. On the other hand, pay attention to cultivating students' ability to read drawings and operate. The difficulty in this chapter lies in the calculation of line segments and angles.
Verb (abbreviation of verb) teaching measures
1, seriously study the new curriculum standards, devote oneself to studying textbooks, prepare lessons in a targeted manner according to the new curriculum standards and the actual situation of students, and carefully set up classroom teaching content and mode. Do a good job in every class, watch every test paper, do a good job in every class and organize every exam.
2. Carry out colorful extracurricular activities and extracurricular surveys, introduce mathematicians, mathematical history and interesting mathematical problems to students, stimulate students' interest in learning, tap students' potential, and cultivate special students in mathematics.
3. Carry out stratified teaching experiments, so that different students can learn different knowledge, so that everyone can learn useful knowledge, so that different people can get different development and gain a sense of success, so that top students can become better and poor students can gradually catch up.
Mathematics teachers' curriculum teaching plan 4
This semester, according to the arrangement of the school, I will continue to be the math teacher in Class (3) and (4) of Grade 6. Last semester, we conducted an experiment of group cooperative learning in grade five. I always feel that this is a form of "changing the soup without changing the medicine", which has not attracted enough attention at all. Through the training at the beginning of the semester, I feel that we must change our ideas, change what can be changed, accept what cannot be changed, learn from others' experience and combine our own thinking to truly carry out the curriculum reform to the end.
First, the basic situation analysis:
Last semester, judging from the students' learning situation, most of them had a strong interest in mathematics, and their learning enthusiasm was greatly improved. In the summer final exam, they got the third and fourth place respectively. However, there are still a few students who have poor interest in learning and low enthusiasm because of their poor basic knowledge, unclear learning objectives, lazy learning attitude and insufficient parental supervision. How to improve every child?
Second, internalize learning and attraction and change teaching concepts.
Teachers' teaching concept directly determines their own teaching behavior. Only when teachers realize and change can classroom teaching undergo a fundamental qualitative change. If teachers' ideas don't change, it will become a stumbling block on the road of curriculum reform.
1. Starting from all aspects of teaching, four transformations are realized.
① The teaching design should reflect the change from "teaching" to "guiding"; Starting from students' life experience, we should always put students first. Students are the masters of learning and the main body of the classroom.
② The transformation of teaching organization from class learning organization to group learning organization; This transformation has begun, but what we lack is the training of team leaders and team members, so it is not easy to use.
(3) The classroom process changes from the process of teachers' teaching to the process of students' learning; Give the class back to the students, let them operate, experiment, cooperate and communicate, and let the group leader lead the whole group of students to learn. Even if there is a "group leader's speech", let the "teacher's speech" become a thing of the past.
④ Teaching evaluation is changed from whether the teacher speaks brilliantly to whether the students learn effectively. Frequent communication between groups leads to sparks after thinking collision. They strive to "remember (remember what they see), learn well (do better), and realize (realize that it is their own)" and let students hear as little as possible (forget what they hear quickly).
2. Optimize the classroom with emotion and let students enjoy the classroom.
The realm of teacher-student relationship is mutual appreciation, and harmonious teacher-student relationship is also the quality of teaching. Respect, tolerate and respect students' differences in teaching. Every student's family background, environment and social background are different, so there are differences among them. Don't use a ruler to measure students, always remember that "more measuring rulers will produce more good students". With a sense of difference, there will be tolerance, and with tolerance, there will be psychological preparation for allowing students to make mistakes. If they are peaceful, they will make a fair, reasonable and appropriate evaluation of different students, and they can "criticize students with appropriate wording and praise them with appropriate exaggeration". "Good students will get timely encouragement and praise, while poor students will get our respect, understanding and comfort" to make good students more outstanding.
Third, change teaching behavior and let students enjoy the classroom.
Carry out group cooperation, so that students can truly become the masters of learning.
1. Stimulate students' interest in learning at the beginning of class. As Teacher Wei Shusheng said: Interest is like firewood, which can be ignited or destroyed. No matter how wonderful a section is, it will be eclipsed without the careful design of the teacher. Therefore, in the teaching design of each class, it has become a problem that our teachers must solve to use their brains and find ways to make students actively engage in learning, and then learn new knowledge with great enthusiasm.
2. Let go of classes and give students independent classes. The teacher's responsibility is to let students learn to study actively, not for students. Let the class come out and let the students move. The teacher should design the questions well, let the students think positively and let their thinking collide one by one. Teachers should do a good job of "guiding" students to collide again and again, constantly prepare lessons in class, listen to students' speeches, give due evaluation and guidance, and strive to achieve her "three noes" (students can learn independently without speaking, and students are confused but don't talk in groups) and "five tests" (try to let students observe, think, express, do and draw conclusions themselves), so as to let the class go.
3. Attend classes, etc., and give students cooperative classes. After students learn independently, teachers should learn to wait for problems, let students "show" in free space, "discover" in interactive communication and "collide" in open thinking, so that students can truly feel the comfort of cooperative learning.
4. Listen, guide and show students in class. Teachers should guide students to learn to listen, appreciate and question. Once the classroom enters the inquiry state, the thinking confrontation between students and between teachers and students will collide with amazing, long and unexpected sparks of wisdom. Teachers at this time are not only active and equal participants, but also calm and wise guides. Teachers should guide students to learn to listen and judge. The more heated the discussion, the more students should listen carefully, grasp accurately and judge quickly. This is a rare learning opportunity: learn to judge, learn to express, learn to appreciate, learn to question, learn to defend and learn to make concessions.
Fourth, actively cooperate with colleagues and learn from others.
There are several excellent teachers around us. I want to use this resource to discuss with my colleagues and learn from them, especially how to do this kind of group cooperation model well. We are all groping. I think it is urgent to do a good job in league building, how to train league leaders and team leaders, how to train team members, and tell students when to do what, how to do it, when to report how to report, when to show how to show it, and when to communicate how to communicate.
I will take the curriculum reform as an opportunity, take the classroom as a "battlefield", actively participate in the torrent of curriculum reform and strive to be a happy teacher.
Mathematics teachers' curriculum teaching plan 5
First, the analysis of learning situation
There are 48 students in this class. Judging from the acceptance of knowledge quality last year, the polarization of students' grades is obvious, and the area of underachievers is still large. In view of these situations, this school year, while paying attention to the teaching of basic knowledge, we will strengthen the guidance of backward students and top students, and comprehensively improve the qualified rate and excellent rate.
Second, teaching material analysis
This textbook arranges fractional multiplication, fractional division and percentage. The teaching of fractional multiplication and division is to cultivate students' ability to calculate four fractions and solve practical problems about fractions on the basis of learning integer and decimal calculation. The calculation ability of four fractions is an important basic skill for students to further study mathematics, which students should master. Percentage is widely used in real life. Understanding the meaning of percentage and mastering the calculation method of percentage will solve simple practical problems about percentage, which is also the basic mathematical ability that primary school students should have.
In terms of space and graphics, the textbook arranges two units: position and circle. On the basis of existing knowledge and experience, the teaching of position allows students to go through a preliminary mathematical process through rich mathematical practice activities, understand and learn to express position with number pairs; Through the exploration and study of the characteristics and related knowledge of curve figure-circle, the basic method of learning curve figure is preliminarily understood, which promotes the further development of students' spatial concept.
In statistics, the arrangement is a fan chart. On the basis of studying bar charts and line charts, learn to understand fan charts and their characteristics, and further understand that statistics are used to solve problems in life and mathematics. On the one hand, the textbook combines the knowledge of fractional multiplication and division, percentage, circle and statistics to teach students to solve simple problems in life with what they have learned. On the other hand, the teaching content of "Mathematics Wide Angle" is arranged to guide students to experience the diversity of problem-solving strategies and the effectiveness of using hypothetical methods to solve problems through activities such as observation, guessing, experiment and reasoning, to further understand the superiority of algebraic methods to solve problems, to feel the charm of mathematics and to develop students' problem-solving ability.
According to students' mathematical knowledge and life experience, this textbook arranges two practical activities of comprehensive application of mathematics, so that students can use what they have learned to solve problems, experience the fun of exploration and the practical application of mathematics, and cultivate students' awareness and practical ability of mathematical application through group cooperative exploration activities or activities with realistic background. The role of solving problems and developing statistical concepts.
Third, the teaching content and teaching objectives
The teaching contents of this volume include: fractional multiplication, position, fractional division, circle, percentage, statistics, mathematical wide angle and mathematical practice activities. Fraction multiplication and division, circle and percentage are the key teaching contents of this textbook. The teaching objectives are:
1. Understand the significance of fractional multiplication and division, master the calculation method of fractional multiplication and division, skillfully calculate simple fractional multiplication and division, and be able to perform simple fractional elementary arithmetic.
2. Understand the meaning of reciprocal and master the method of finding reciprocal.
3. Understanding the meaning and nature of ratio, seeking ratio and transforming ratio can solve simple practical problems about ratio.
4. Master the characteristics of the circle and draw the circle with compasses; Understanding the meaning of pi, exploring and mastering the formula of circumference and area of a circle can correctly calculate the circumference and area of a circle.
5. Know that the circle is an axisymmetric figure, and further understand the axisymmetric figure; Translation, axial symmetry and rotation can be used to design simple patterns.
6. Be able to express the position with several pairs on the grid paper, and get a preliminary understanding of the coordinate idea.
7. Make students understand the meaning of percentage and be skilled in calculation, which can solve simple practical problems about percentage.
8. Understand the fan chart, and choose the appropriate chart to represent the data as needed.
9. Experience the process of finding, asking and solving problems in real life, understand the role of mathematics in daily life, and initially form the ability to solve problems by comprehensively applying mathematical knowledge.
10. Experience the diversity of problem-solving strategies and feel the charm of mathematics. Form the consciousness of discovering mathematics in life, and initially form the ability of observation, analysis and reasoning.
1 1. Experience the fun of learning mathematics, improve the interest in learning mathematics, and build confidence in learning mathematics well.
12. Develop the good habit of working hard and writing neatly.
Fourthly, the difficulties in teaching.
Key points: fractional multiplication and division, circle, percentage.
Difficulties: fractional multiplication and division, chickens and rabbits in the same cage.
Verb (abbreviation of verb) teaching measures
1. Create a pleasant teaching situation to stimulate students' interest in learning.
2. Advocate the diversity of learning methods and pay attention to students' personal experience.
3. The forms of classroom training are diversified, focusing on multiple solutions to one problem and solving problems from different angles.
4. Strengthen the teaching of basic knowledge, so that students can master these basic knowledge effectively.
Five articles about the teaching plan of mathematics teachers;
★ 5 personal teaching plans for math teachers
★ Five teaching plans of the math teacher
★ Five model essays on the teaching work plan of mathematics teachers.
★ Five Teaching Work Plans of Mathematics Teachers
★ Five Complete Works of Primary School Mathematics Teaching Plans
★ Five Selected Work Plans for Mathematics Teaching
★ Five Teaching Work Plans of Mathematics Teachers
★ Five teaching plans of the school math teacher
★ Five model essays on the teaching work plan of mathematics teachers.
★ Reference 5 for the teaching plan of the school math teacher.