Collective discussion is an effective way to break the mindset and break through the limitations of thinking. Each of us has limitations, which are determined by many factors such as our growth, education, experience and study. For more general reflections on mathematics teaching, click "Teaching Reflection" to view.

Reflections on the teaching of general mathematics 1

A semester's work is over again, which can be said to be very busy and has gained a lot. Looking back on my work this semester, I have taught mathematics in Class 70 1 and Class 702. There are gains and happiness in the work, but there are also some unsatisfactory places. In order to better sum up experience and learn lessons, so that the future work can be carried out effectively and orderly, the teaching work of this semester is summarized as follows:

First, love the work of teachers.

Ideological progress, unity with comrades, selfless dedication, strict with themselves, conscientiously complete the tasks and work assigned by the school, strictly abide by the rules and regulations of the school, do not be late, do not leave early, do not take sick leave, and solidly implement the requirements of the school.

Second, take part in all kinds of study and training with your heart, and strive to improve your education and teaching level.

Combined with their own characteristics, we made a business study plan. This semester, I study in strict accordance with the study plan, orderly and effective. I feel that my business level has reached a new level. My personality is that I have carefully studied several education and teaching series and feel that I have greatly improved. I usually read books such as Cai and Foreign Ideological Education, understand the teaching art in them, and strive to improve my education and teaching level, which can be well used in my daily teaching work.

Three. Teaching and research.

In the teaching work, we should carefully study the teaching materials, deeply understand the teaching materials, flexibly use the teaching materials, design teaching plans according to the characteristics of the teaching materials and the actual situation of students, and do a good job in every class.

Prepare lessons thoroughly and carefully. At ordinary times, I study the teaching materials carefully, consult various materials from various sources, deeply understand the teaching materials and accurately grasp the difficulties. When making teaching objectives, we attach great importance to the actual situation of students. The lesson plans are carefully written and lessons are constantly summed up. In teaching, I attach importance to the cultivation of students' thinking potential and self-study potential. While consciously learning advanced educational thinking and methods and excellent teaching methods, we should continue to carry out the research on "classroom teaching" with the focus on stimulating interest-teaching methods-forming habits-cultivating potential-forming character, reforming teaching methods and means, increasing classroom capacity, improving learning interest and realizing. For the students with learning difficulties in the class, we should pay special attention, ask more questions, patrol more, give more guidance, give appropriate praise to their little progress in the class, talk with them more after class, let them build up confidence, stimulate their interest in learning mathematics, mobilize the top students in the class to be tutors for the students with learning difficulties, and form a "two-person group" to set goals for the students with learning difficulties according to their respective conditions, so that both of them can move towards that goal. Always think, study and summarize, promote students' all-round development, lay a good foundation and cultivate students' innovative potential. Focusing on the research and application of "independence-innovation" classroom teaching mode, we strive to achieve high teaching quality and high classroom efficiency.

Continue to explore the application of mathematical thought between mathematical knowledge and the thinking method and analysis law of mathematical problems; Complete the knowledge tree of junior high school mathematics chapter and junior high school mathematics classification knowledge tree; Write many papers about teaching experience.

Fourth, seriously participate in class management and strive to form a good class atmosphere.

Ideological education is given to students through class meetings and morning meetings. Cultivate class cadres, actively communicate with parents, understand parents' opinions with an open mind, think from the perspective of parents, and strive to reach an agreement with parents' educational ideas. I not only pay attention to students' academic performance, but also pay attention to learning attitudes, methods and habits; I not only pay attention to the cultivation of students' moral character, but also pay attention to the cultivation of students' thinking potential and self-study potential. I study with an open mind, be bold and innovative, follow closely, be serious and responsible, give full play to students' self-management, and make the class truly form a good class atmosphere of "unity and progress, strict discipline, clean environment and hard work".

Problems in the work of verbs (abbreviation of verb).

1, the textbook is not deeply excavated.

2. The teaching method is dull, which can't attract students to learn, and the guidance and inspiration to students are insufficient.

3. The research on the new teaching concept under the new curriculum standard is not deep enough. Lack of theoretical guidance for students' autonomous learning and cooperative learning.

4. Poor students are caught in their hands. Due to the lack of understanding of students, students' learning attitude and thinking potential are not clear. What should be said in class and review has already been said. How students grasp the situation is countless in the teacher's mind. Lead to blindness in teaching.

5. Insufficient teaching reflection.

Sixth, the direction of future efforts.

1. Strengthen learning and learn new teaching concepts under the new curriculum standards.

2. Learn the new curriculum standard, excavate the teaching materials, and further master the knowledge points and test sites.

3. Attend more lectures and learn the teaching philosophy of advanced teaching methods of teachers in the same subject.

4. Increase efforts to improve quality.

5. Strengthen teaching reflection and increase teaching investment.

Teachers' work is continuous. I will reflect on the experience and shortcomings in my work in the past semester and do a good job in the future based on my post. Please give me help and criticism from leaders and teachers to make my work more colorful. No pains, no gains. There are joys and sorrows in teaching. We will, as always, make persistent efforts and do a better job in line with the principle of "study hard, think hard and work hard".

Reflections on General Mathematics Teaching II

In mid-April, I was lucky enough to participate in the activities of sending teachers to the countryside in the county. The main venue of this activity was held in the Central Primary School, and the main form of class observation activities-heterogeneous classes, benefited our grassroots teachers a lot. Through the class with the famous teachers in our town and county, we saw the elegance of famous teachers, learned the skills of preparing lessons and attending classes from them, and deeply realized the gap between us and famous teachers.

During class, I feel a lot about myself, but the most important thing is "why is our class inefficient" and "can our class go to a higher level?" These two questions have been haunting me, and these thoughts have always accompanied me back to work. Perhaps the first section is about mathematics, so I was deeply impressed by the second volume of third-grade mathematics written by Mr. Wang in the county and Mr. Zhang in our town, and got a lot of insights. In order to better explain the above two problems and what we should do in the future, I will talk about my immature views on how to improve the effectiveness of primary school mathematics classroom.

How to improve the effectiveness of mathematics classroom teaching in primary schools and improve our potential for preparing lessons?

First, face the students' mathematical reality-accurately grasp the teaching objectives.

That is, design teaching from students' existing knowledge base, life experience, cognitive law and psychological characteristics. Find the breakthrough point of teaching, highlight the key points of teaching, break through the difficulties of teaching and capture the growing point of teaching. Make the teaching goal practical.

Solution strategy:

1, understand students' existing knowledge base and life experience, and determine practical teaching objectives for students.

2. Mathematics learning activities must be based on students' cognitive development level and existing experience.

3. In teaching practice, students should pay attention to the process of abstracting practical problems into mathematical models and explaining and applying them.

Second, create a good mathematics learning situation-to stimulate students' learning needs.

Creating a good learning situation according to the cognitive rules, psychological characteristics and teaching materials of primary school students is helpful to stimulate students' interest in learning and generate the need to explore new knowledge. Therefore, this learning situation should be realistic, beneficial, valuable and challenging.

Solution strategy:

1. Mathematical activity situation with thinking value.

2. Beautiful fairy tale situation.

3. Problem situation of thinking cognitive conflict.

4. Learning situations in which mathematics is closely related to life.

5. The problem situation originates from the mathematical knowledge itself.

Third, choose appropriate teaching methods ―― pay attention to students' experience in the process of mathematization.

The effectiveness of primary school mathematics classroom teaching must give students the opportunity to truly experience "mathematization". Therefore, we should adopt a variety of teaching and learning methods, so that students can learn to learn mathematics in independent thinking, inquiry learning and cooperative communication, and creatively solve problems with mathematical ideas and methods. And try a variety of experiences in the process of mathematical experience.

Solution strategy:

1, find ways to make students need to explore cooperative learning.

2. Create an interpersonal atmosphere of inquiry and cooperative learning, encourage independent thinking, communication, questioning and discussion, and stimulate the enthusiasm of inquiry and cooperative learning.

3. A good inquiry learning situation, with clear inquiry objectives and challenging and valuable questions for inquiry cooperative learning.

4. On the basis of the grouping principle of "heterogeneity within groups, homogeneity among groups", the dynamic arrangement of groups is implemented, which breaks the long-standing grouping structure-some people play a controlling role and some people are in a subordinate position, so that every student has the opportunity to establish an image and everyone has the opportunity to develop, progress and change themselves.

Fourth, do a good job of double basics and moderate training-promote the internalization of mathematical knowledge.

Grasping the essence of mathematical concepts is an eternal topic in mathematics education. Paying attention to the effectiveness of classroom teaching is undoubtedly paying attention to students' basic knowledge and skills of mathematics. The concept of mathematics is the foundation of supporting mathematical architecture, and the basic potential of mathematics is the guarantee of building a good building. Therefore, knowledge must be in place and potential must be cultivated. It is our unshirkable responsibility to do a good job of "two basics". Of course, the requirements of "double bases of mathematics" should be adjusted and enriched with the times, and the foundation should not be laid blindly, which constitutes a situation of "thatched houses built on granite". Innovation without foundation is a fantasy, and the foundation without innovation is blind. We should integrate the cultivation of innovative consciousness and practical potential into the teaching of basic knowledge and skills and the training of mathematical thinking. "

Solution strategy:

1, give a core position to the basic concepts of mathematics, fix the basic knowledge of mathematics and lay a good foundation.

2. According to the vertical development of mathematical knowledge, help students connect it into a "knowledge chain"; Through horizontal communication, help students connect them into a "knowledge network"; Then through the refinement of mathematical thinking methods, it constitutes a three-dimensional knowledge module.

5. Carefully design teaching activities, capture and skillfully use teaching resources-activate students' thinking and promote students' development.

Classroom teaching is an organized, step-by-step and planned process of complex psychological and intellectual activities under the guidance of teachers. To improve its effectiveness, teachers must carefully plan before class, that is, accurately grasp the teaching materials, fully understand the students and effectively develop resources. Teaching presupposition is an important guarantee for teachers to play an organizational leadership role.

Classroom teaching activities are a life with different personalities and should be a dynamic generation process. Teaching activities are the process of "dynamic generation" of "static presupposition" in the classroom. The wonderful generation comes from this high-quality careful presupposition. Therefore, to improve the effectiveness of classroom teaching, we should pay attention to both careful presupposition and generation. In this way, in the implementation of classroom teaching, students' generation can be tolerated, and classroom generation can be screened wisely, so as to achieve the purpose of skillfully using generation to promote students' development.

Solution strategy:

1, carefully preset-accurately grasp the teaching and fully understand the students.

Effective development and timely and accurate evaluation of resources.

2. Pay attention to generation-accept generation with tolerance and understand generation rationally.

Smart screen generation and smart use generation.

The above is my humble opinion on how to improve the effectiveness of mathematics classroom. In my opinion, if teachers can prepare lessons and attend classes, they can "simple teaching style;" Solid basic training; The teaching capacity is thicker; Students should think more actively; If the teaching methods are flexible, then the efficiency of mathematics classroom teaching in our school will be "high"! And our teacher will be "famous"!

Reflections on General Mathematics Teaching III

This semester, due to work needs, I took over the math of Grade One, which is a challenge for me. A month has passed, during which I have been discouraged, but I have more courage to move forward. In order to do better in the future, I want to make a summary of my previous work.

First, do better.

1, unlimited textbooks, flexible use of textbooks, and appropriate reorganization of textbooks according to the actual situation of students. 2. Believe in students, because freshmen have unlimited creative potential. As long as students are given enough time and space to think, their creative potential is infinite. 3. Make full use of students' life experience for teaching.

Second, lack and confusion.

1. Although I have participated in training and read more books on curriculum reform, I know how to do it in theory, but it often changes in practice. Although open-minded, and bold to try new teaching methods, but the classroom organization is a bit weak, the order is not very good, students say one thing and do another, even the best teaching design can not be implemented. 2, many classes need to prepare a lot of materials, but you can't prepare one by one in class. 3. The application of modern educational technology in teaching is not enough. Although the school facilities are good in all aspects, they can't make full use of themselves. 4. It is a headache for teachers that first-year students have different starting points (this is more serious in our school, and migrant workers have more children). In teaching, it often happens that good students "don't have enough to eat" and poor students "can't hold on". How to teach children at different levels in accordance with their aptitude?

Third, some ideas.

1. The concept of self-education needs to be constantly updated and the teaching level needs to be further improved. For example, some students stand up and want to answer questions that students don't understand, but we just won't let them, so we have to pick one student to speak. Another example is that the formula listed by students is correct, but it is not affirmed because it is unconventional. All these show that my teaching philosophy can't keep up with the development needs of students and needs further study and improvement.

2. It is necessary to increase publicity and change other people's ideas, but parents may not understand the teacher's practice. Some parents think that children's quality is so poor now, and their calculations are not as skilled as before. These are all responses to the requirements of curriculum reform.

Reflections on the teaching of general mathematics 4

1。 The textbooks for junior and senior high schools span too much. Junior high school textbooks focus on operations in real number sets, lacking strict definitions or incomplete definitions of concepts, such as the definition of functions, such as trigonometric functions. Many mathematical theorems are not strictly demonstrated or given in the form of axioms to avoid proof. For example, many properties of inequality are treated in this way; The slope of the textbook is gentle and intuitive, and each concept is equipped with enough examples and exercises. The first chapter of the textbook for senior one is the knowledge of modern algebra such as set and mapping, and then the problem of function (in the function, it is divided into quadratic function, exponential function and logarithmic function, with different properties and images). The proof of monotonicity of function is another difficulty, and vectors require high spatial imagination potential. There are many concepts and symbols in the teaching materials, which have strict definitions and high requirements for argumentation, so it is quite difficult for freshmen to learn. In addition, there are many materials, and the capacity of each class is much larger than that of junior high school mathematics. These are the objective reasons for the large-scale decline in mathematics scores in Grade One of Senior High School.

2. Freshmen in senior high school generally don't adapt to the teaching methods of senior high school math teachers. This semester, I had three discussions with students to understand the learning situation. Students generally reported that they could understand math class, but they could not do their homework. Many students said that they usually feel that they study very well, but their test scores just can't get up. With questions, I have listened to the classroom teaching of junior high school math teachers many times and found that junior high school teachers attach importance to intuitive and image teaching. After each example, the teacher should arrange corresponding exercises, and students have many opportunities to perform on the blackboard. In order to improve the qualified rate, many junior high school teachers classify the topics and ask students to memorize the methods and steps of solving problems. Key topics are repeated many times. And high school teachers emphasize mathematical thinking methods, extrapolate, and work hard on strict argumentation and reasoning. Teachers who come down from senior three may unconsciously teach according to the review requirements of senior three, resulting in a huge gap between junior and senior high school teachers' teaching and a lack of transition process, so that freshmen in senior one generally cannot adapt to the teaching methods of senior three teachers.

3. The learning methods of senior one students are not suitable for senior high school mathematics learning. Senior one students have formed fixed learning methods and habits in junior high school for three years. They listen attentively in class and try their best to finish the homework assigned by the teacher. But in class, I am satisfied with listening, have no habit of taking notes, and lack careful thinking; Don't think when you encounter problems, but expect the teacher to explain the whole problem-solving process; They don't arrange their time scientifically and lack the potential for self-study and reading. Some students think that they can relax their requirements after entering high school.

In view of the above problems, I think the following measures should be taken to improve the math scores of senior one in a large area:

1, senior one teachers should delve into junior high school syllabus and textbooks. High school teachers should listen to junior high school math classes and understand the teaching characteristics of junior high school teachers. At the beginning of the semester, we should know the students' knowledge level and their study habits through baseline tests and student forums. On the premise of finding out the three basics (junior high school knowledge system, junior high school teachers' teaching characteristics and students' situation), according to the teaching materials and syllabus of senior one, make a considerable teaching plan, determine the teaching methods to be adopted, and be targeted. At the same time, schools should also organize junior and senior high school teachers to discuss and exchange teaching methods.

2. Senior one should slow down the progress, reduce the difficulty and pay attention to the connection between teaching materials and methods. According to my practice, I think the class hours of the first chapter of senior one should be increased. We should strengthen the teaching of basic concepts and basic knowledge. Attention should be paid to image and intuition in teaching. For example, when talking about mapping, we can give an intuitive example of "the allocation method of 50 students to 50 single tables in a class" to create a ladder for attracting the concept of mapping. Due to the lack of strict proof potential of freshmen, a series of training can be carried out when proving monotonicity of functions, and imitation proof can be carried out at first. It should not be difficult to increase the number of times students practice on the blackboard in order to find and solve problems in time. Through the above methods, the difficulty of teaching materials can be reduced, students' understandability can be improved, students' learning confidence can be enhanced, and students can gradually adapt to the normal teaching of mathematics in senior high schools.

3, strict requirements, lay a good foundation. At the beginning of the first class, teachers should put forward specific and feasible requirements for the five major links of learning. Such as: standardization of homework, independent completion, correction of wrong questions and so on. Students' shortcomings in learning should be corrected within a time limit. Strict requirements are perseverance, which runs through the whole process of students' learning and becomes a habit of students. The density of exams should be increased. For example, the first chapter can be divided into three parts for teaching, and each part should be reviewed. If the pass rate of the exam is less than 70%, you should review the exam again and take a quiz five minutes before class regularly to supervise, check and consolidate the knowledge you have learned. Practice has proved that good teaching and strict requirements are the main links to improve teaching quality.

4. Guide students to improve their learning methods. Good study methods and habits are not only the need of high school study, but also the lifelong benefit of students. However, good learning methods and habits, on the one hand, need the guidance of teachers, on the other hand, also rely on teachers' importunities. Teachers should introduce the characteristics of high school mathematics to students, give special lectures on learning methods, and help students make study plans. There, the key is to have classes and arrange the time reasonably. When listening to a class, you should use your brain, pen and mouth to participate in the process of knowledge formation, not just to remember the conclusion. Teachers should recommend extracurricular tutoring books to students to expand their knowledge. Encourage students to summarize chapters, string knowledge into lines, and turn books from thick to thin and from thin to thick.

Reflections on the teaching of general mathematics 5 pages

It is understood that most teachers attribute students' learning difficulties to factors other than teachers, such as the difficulty of subject teaching materials, poor quality of students and poor family education environment. Only a few teachers think they don't teach well. Students, on the other hand, think that autonomous learning is difficult, and about one-third of the reasons have been in the teaching and management of teachers. Some people even put forward the view that there are no students who can't teach, only teachers who can't teach. All these fully prove that teachers have the necessary responsibility in the formation of students' learning difficulties. Therefore, as a teacher, we should deeply reflect on our teaching behavior, so as to reduce students' learning difficulties. In mathematics teaching, reflection is the source of finding problems, a good way to optimize teaching design and improve teaching quality, and a reliable way to promote the sublimation of understanding.

Confucius, an ancient Chinese philosopher, said before that "learning without thinking is useless, and thinking without learning is dangerous." Foreign scholars have also expounded the importance of reflection. For example, Friedenthal, a Dutch mathematics educator, once said: Reflection is an important mathematical activity, and it is the core and motivation of mathematical activities. Posner pointed out that the growth of teachers = experience+reflection. It can be said that the experience without reflection is only a narrow experience, and at most it is a superficial understanding. Reflection can rectify the existing problems, explore the problems found in time, and sublimate the accumulated experience into theory. Reflection can also improve mathematics consciousness and optimize thinking quality. So what should we reflect on after class? Here are some of my views for your reference:

First, reflect on the teaching objectives.

Teaching objectives refer to the concepts, methods, familiar skills and mathematical ideas that students need to understand in this class. They are the basis and premise of teachers' further teaching and the necessary conditions for students to improve their comprehensive potential. Teachers' reflection on teaching objectives is actually to discover whether Chu students really understand the connotation and extension of the concept, the premise and conclusion of the theorem through reflection on the teaching process; Can you use the theorem flexibly to solve problems, the thinking method contained in the theorem itself, the scope of application of the theorem, and whether the basic methods to be mastered in this lesson have been mastered. To understand all this, we should first pay attention to students' every move in class. If students pay attention, reflect their intentions, act quickly and have a good mood, it means that students are enthusiastic, take the initiative to participate, learn something and have fun.

If students are listless, deaf, procrastinating, exhausted and at a loss in class, it shows that the classroom atmosphere is dull, students are not focused, and their study is very hard and the effect is not good. Secondly, check the situation of students doing classroom exercises. If most students can correctly complete the prescribed topics within the prescribed time, then it can be said that the teaching objectives have basically been reached; If most students can't write or only do some steps of the project, or even if they do, there are still some problems, which means that students have not really understood the information in this section and their knowledge and skills have not passed the test. Third, review students' homework after class. If students have clear thinking, well-founded reasoning, proper use of theorems and formulas, accurate calculation and detailed steps, it shows that students have mastered basic mathematical knowledge and thinking methods. On the contrary, if students do flip-flops, confuse formulas, misuse theorems and keep making mistakes in calculation, it shows that students have poor basic knowledge but poor skills. Through the above series of methods and means, find out the problems and think about remedial measures. What should be supplemented must be supplemented, and what should be changed must be changed; What the masses emphasize must be emphasized by the masses, and individual tutors must be individual tutors. Prepare class materials for the following study.

Second, reflect on teaching methods.

Teaching methods are measures and auxiliary tools to complete teaching tasks and achieve teaching objectives. As the saying goes, "there is a law in teaching, but it is impossible in teaching." The choice of teaching methods depends on students' actual cognitive level. Usually, according to the different teaching materials, teaching methods such as lecture, heuristic, discovery and questioning method can be adopted, and auxiliary teaching such as wall charts, models, objects, small blackboards and multimedia courseware can also be used. To reflect on teaching methods, we must first break through the most difficult, difficult to understand and difficult to master in their study, start from the most boring places, and start from the places that they are easy to ignore but rich in teaching value. Secondly, teachers should seek the best teaching form that is most conducive to students' understanding, students are most willing to understand, students are most interested in mobilizing their learning intentions, students are most interested in cultivating their scientific creativity, and students are most interested in the coordinated development of all aspects.

If the introduction of the topic is too dull to arouse students' interest in learning, it can explain the growth process of mathematicians, novel mathematical problems, mathematical problems around them and so on. If the deduction of theorems and formulas is proved to be limited to textbooks, students can not understand them easily, so they can dig out new ideas, change strategies, use rich materials, be easy to understand and step by step, satisfy students' thirst for knowledge and stimulate their creativity in scientific knowledge; If the treatment of example exercises is lack of depth and students can't master it well, they can draw inferences at different levels and try their best to cultivate their concentrated thinking and divergent thinking on the premise of mastering basic methods and skills. As long as we observe and think about goodness, we will be able to gradually improve our teaching level and quality.

Third, reflect on the teaching value.

Teaching value is the sublimation of teaching efficiency, thinking cultivation and moral sentiment under the condition that teachers complete teaching objectives and students complete learning tasks, which is a higher realm of education and teaching. There is an educational motto that says well, "education is a cause that needs our selfless dedication;" Education is a science, which needs us to study hard. Education is an art that needs constant innovation. " Reflecting on the teaching value is to explore the value of cognitive education, emotional education and behavior education which are rich in this course. It should be understood that every mathematical thought contains a philosophy of life, every problem-solving method enriches students' values and world outlook, and every bit of mathematical knowledge purifies students' hearts. As long as we carefully observe, carefully analyze, think deeply, strive to expand, don't let go of the clues in classroom teaching, and don't let go of every word in the textbook, we will certainly be able to do it and do it well. For example, the idea of classified discussion teaches students to look at problems dialectically, and the idea of function teaches students not only to pay attention to the phenomenon of problems, but also to recognize the essence of problems; The combination of numbers and shapes teaches students what mathematical beauty is, how to appreciate it and how to use it. Reducing to absurdity makes students realize that it is not necessary to attack directly to solve problems, and sometimes it is better to detour sideways. The growth process of mathematicians can set an example for students and inspire them to study hard; The long and splendid history of mathematics development in China can make students have a strong sense of national pride and stimulate their patriotic enthusiasm, so as to study hard and devote themselves to the modernization of the motherland.

Modern education is not to teach a group of nerds, not to teach a group of high scores and low abilities, but to think about students' future and make necessary knowledge preparation and psychological preparation for their colorful lives. Knowledge is dead. If you don't know it, you can learn it from books, but the potential quality is intangible and can't be taught. A person's quality determines his survival potential and development prospects. In the final analysis, the value of teaching has been shaping people, giving students the truth of being a man, giving students a scientific way of thinking and the basic quality of self-development, so that they can all become useful people to society.

Reflections on the teaching of general mathematics;

Five thoughts on the teaching of the second volume of mathematics in the fifth grade

★ Five essays on teaching reflection in the era of mathematics

★ Summary of Junior High School Mathematics Teachers' Work in 2020

★ Three Thoughts on Mathematics Teaching in Grade Five

★ Summary of Senior High School Mathematics Teachers' Work in 2020

★ Complete essays on reflection in mathematics teaching

★ Summary of Teachers' Personal Teaching Reflection (General 12)

★ Model essay on reflection in mathematics teaching

★ Reflection on Mathematics Teaching this semester

★ 5 essays on online teaching of primary school mathematics in 2020.