Ma Shuai1, Zhaohai Xia2
1Beijing Academy, Kangyuan Road, Dongba, Beijing, 100018, China
2Chaoyang District Education Research Center Affiliated Primary School, Jiuxianqiao Road, Dongba, Beijing, 100016, China
Classroom questioning is a key component of teachers' classroom teaching behavior, and the quality of the questions raised by teachers has a significant impact on the quality of teaching. This article is based on the requirements of the 2022 edition of compulsory education mathematics curriculum standards for developing students' core literacy, combined with the understanding that the question pointing to the core concept in the Ma Xinlan teaching method is an effective problem. Using questions that point to core concepts as a bridge between curriculum content and the development of students' core mathematical literacy, we generate effective questioning strategies based on core concepts in the math classroom. This will help students to learn math in depth, develop their core literacy, and meet the requirements of the "Double Reduction" to improve the quality and reduce the burden of classroom teaching.
Mathematics Curriculum Standards for Compulsory Education; Classroom questioning; Core concepts
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