Remember the days when solving math problems would lead to correct or wrong answers, and parents had a basic understanding of how to help their children complete math homework? Those days were earlier than the common core mathematics standard launched by 20 10, which put forward a central idea: students should know why they got the answer, which is as important as the correct answer. As a result, "New Mathematics" was born, and teachers all over the country modified their methods in order to apply federal standards to traditional mathematics practice, said Lynette Washington, senior chief educator of olney Charter High School in Philadelphia. "Our expectations were different then and now," she said. "Traditional classrooms are very procedural, and teachers do all the lectures and explanations in the classroom. Students take notes and follow procedures and conventions. Students have no right to speak and mathematics is abstract. " The common core math project is very different because the teacher has become a promoter. For example, according to TeacherStep, an organization that provides education for teachers, eight mathematical practices such as analysis, approximation and grouping are embedded in the course, which can help students understand and solve problems.

? * * * With the core mathematics * * * With the core mathematics, enter the educational channel of literacy and visual clues, let students look at the questions and then understand them. Jen Gleason, senior education consultant and deputy director of the service design of Teaching Matters, a teacher professional development organization in new york, said that her organization has been helping educators to implement the same core standards since 20 1 1. Gleason said that the new mathematics teaching method is not an either-or situation, but a balance between understanding mathematical concepts and cultivating students' ability to apply mathematical programs. She wrote in an email: "The new method of mathematics teaching focuses on building students' conceptual understanding, so that they can understand the' why' of mathematics and what are the basic concepts of the program they are learning. ""Children are now trying to use this deep conceptual understanding to apply knowledge, "she said." But this does not mean that fluency is not emphasized. There is still great emphasis on children being able to apply algorithms fluently. "

? A new mathematical language, the common core, emphasizes how to solve problems. Experts say it has a new mathematical language. "Friendly Numbers", "Do 10" and "Landmark Numbers" are just some new phrases for students to learn and analyze mathematical problems. Visual effects can also help students understand problems, show their ideas, reason with other students and solve more difficult concepts. In the initial stage, this can include mathematical operations, number axes, region models and mathematical clip art. The following are some examples of concepts taught to children according to the same core standards, provided by Caroline Facas, a former primary school teacher and founder of Doodles and Digits, which provides online educational resources to make mathematics easier to use.

Iconic numbers. These are familiar numbers for students, such as 10, 25, 50, 100. Students will turn a number into an iconic number to solve a problem. For example, if 123 is added to 50, students will change 123 into "landmark" 125, and then add 50 to get 175. Then they will subtract 2 to get 173.

Friendly numbers. They are similar to landmark numbers, but the numbers end with zero, such as 10, 20, 50 and 100. This concept works in much the same way. For example, if you add 18 and 25, the student union will change 18 to "friendly number" 20. They add 20 and 25 to get 45, and then subtract 2 to get 43.

Do 10 second. This is a common strategy in the lower grades of primary schools. It can help students see clearly the relationship between numbers and strengthen our number system based on 10. It is usually accompanied by squares on the grid or 10 frames to help students imagine the reorganization of numbers. The goal is for students to form a group of 10 people to solve problems. For example, to add 8 and 5, students can change 8 into 10 by taking 2 from 5. Then they can easily see that 10 plus 3 (for example, 8 plus 5) equals 13.

Decomposition. To decompose a number is to decompose it into several parts (usually in primary schools) to solve problems. Decomposition can also be called "extended form". For example, the decomposed number 1, 245 is 1000+200+40+5.