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The Infiltration of Mathematical Core Literacy in Junior High School Teaching: Taking "Sharp Angle Trigonometric Functions" as an Example

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DOI: 10.23977/trance.2024.060310 | Downloads: 26 | Views: 237


Li Zhang 1


1 School of Mathematical Sciences, Yangzhou University, Yangzhou, Jiangsu, China

Corresponding Author

Li Zhang


With the continuous development and transformation of education, mathematics education, as an important component of cultivating students' comprehensive qualities and innovative abilities, has received more and more attention. In mathematics teaching, the cultivation of mathematical core literacy is the key to improving students' mathematical literacy. The infiltration and integration of mathematical core literacy can not only enhance students' understanding and mastery of mathematical knowledge, but also promote the cultivation of their mathematical thinking and problem-solving abilities. In middle school mathematics teaching, acute angle trigonometric functions are one of the important contents of mathematics, and their learning involves multiple aspects of mathematical core literacy, including understanding mathematical concepts, applying mathematical methods, and cultivating mathematical thinking. Therefore, this article takes sharp angle trigonometric functions as an example to explore the penetration of mathematical core literacy in junior high school teaching, aiming to provide theoretical and practical references for improving the quality of junior high school mathematics teaching. The experimental results indicate that students highly appreciate the teaching effectiveness of contextualized and interdisciplinary classrooms, and a score of 4.5 ± 0.89 (out of 5) is given for items that are necessary to adopt this model.


Sharp Angle Trigonometric Functions, Mathematical Core Literacy, Middle School Teaching, Mathematical Thinking Ability


Li Zhang, The Infiltration of Mathematical Core Literacy in Junior High School Teaching: Taking "Sharp Angle Trigonometric Functions" as an Example. Transactions on Comparative Education (2024) Vol. 6: 62-69. DOI:


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