First, attach importance to the teaching of the core concepts of mathematics.
Mathematical core concept is one of the growing points of mathematical core literacy. It refers to the key concepts, principles or methods that live in the center of the subject and have lasting value and migration value beyond the classroom. In other words, the core concept is not only a central and important concept, but also a concept that plays a leading role; It is not an independent and discrete concept, but a concept that can establish contact with other concepts and constantly derive new concepts. It is a concrete manifestation of high mathematics literacy to be able to make a concrete analysis according to the connection with the core concepts and give concrete examples to explain the core concepts from different angles. The lasting value and migration value of core concepts are consistent with the long-term predictive power and efficient migration power embodied in core literacy. The choice of core concepts is not arbitrary. According to Hurd, an American educator, the choice of core concepts should show the logical structure of the discipline and effectively organize a large number of facts and other concepts. For example, some teachers will pay more attention to the concept of "number" when preparing the lesson "1 1 ~ 20"-pay attention to the reading and writing of numbers and the comparison of sizes, but ignore the concept of "decimal". With the improvement of students' cognitive ability, they will learn more about the concept of "number", which can be three digits, four digits, tens of thousands of digits or even billions of digits. However, what really promotes the development of the concept of "number" is not the reading, writing and size comparison of numbers, but the concept of "decimal" In the initial study, we should fully understand this concept, such as "counting one number", "putting one place" and "tying a bundle" to guide students to fully feel the advantages of "ten tens" and "all ten to one". Secondly, we should deepen our experience in the follow-up research and strive to lead the research of other concepts with the research of core concepts. Therefore, the implementation of core literacy in mathematics classroom requires our teachers to accurately grasp the core concepts and attach great importance to the teaching of core concepts in teaching.
Second, build a growing math classroom.
If the core idea of mathematics is to have growing knowledge, then mathematics education needs to build a growing classroom. The key to defining migration and growth is the prerequisite for building growth class, which is usually at the key point of connecting knowledge with experience or knowledge with knowledge. A key lesson is like a seed, a growing classroom, which is many branches that extend with the growth of this seed. "Seeds" should be carefully watered, and "branches" should be pruned in time to avoid repetition without growth. For example, the study of various measurement units at all levels runs through grade one to grade six. Does this mean that students have to repeat the meaning and necessity of learning every time they come into contact with a new measurement unit? The answer isno. Tracing back to the source, if we can fully explain the essence of measurement when studying the understanding of centimeter, it will be twice the result with half the effort if we don't stay on the perceptual understanding of this length unit or the relationship between this unit and other length units. "It is meaningful to use small units to measure large units, and it is meaningful to use the same standard to represent large units." The essence of this measurement will run through the study of any length unit, as well as the study of area units, unit of volume, and even weight units and angle units. The growing classroom originates from a "seed", but it continues to learners' future mathematics learning and has a positive transfer effect on the process of learners' exploration and acquisition of new knowledge.