Promoting Deep Learning in Mathematics Education —Based on Understanding by Design Theory
0 visualizações desta ficha 0 acessos ao texto completo Contagem real do Portal desde 25/09/2026; tráfego comum, sem testes; quem desativa o rastreamento no navegador não é contado.
Resumo
Education reform requires us to seek teaching methods that promote students' understanding and promote students' pleasant learning. The deepening of curriculum reform calls for deep learning and unit teaching. Under this background, it is very important to explore mathematics unit teaching design based on UbD theory. In order to improve students' learning efficiency and understand the meaning of knowledge, the UbD mathematics unit teaching model based on deep learning is constructed and the teaching strategy is given to provide reference for mathematics education.
Dados da obra
- Tipo
- Artigo
- Periódico
- Academic Journal of Mathematical Sciences, v. 4, n. 4
- Ano
- 2023 (2023-01-01)
- Idioma
- en
- Palavras-chave
- deep learning; mathematics education; Understanding by Design; unit teaching; curriculum reform; instructional design; teaching methods; student understanding
- Temas
- Currículo
- DOI
- 10.25236/ajms.2023.040409
- ISSN
- 2616-5805
- Acesso
- Download disponível
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
LI, Chunhui. Promoting Deep Learning in Mathematics Education —Based on Understanding by Design Theory. Academic Journal of Mathematical Sciences, v. 4, n. 4, 2023. DOI: https://doi.org/10.25236/ajms.2023.040409.
APA
Li, C. (2023). Promoting Deep Learning in Mathematics Education —Based on Understanding by Design Theory. Academic Journal of Mathematical Sciences, 4(4). https://doi.org/10.25236/ajms.2023.040409
BibTeX
@article{li2023,
author = {Li, Chunhui},
title = {Promoting Deep Learning in Mathematics Education —Based on Understanding by Design Theory},
year = {2023},
journal = {Academic Journal of Mathematical Sciences},
volume = {4},
number = {4},
doi = {10.25236/ajms.2023.040409},
language = {en}
}RIS
TY - JOUR AU - Li, Chunhui TI - Promoting Deep Learning in Mathematics Education —Based on Understanding by Design Theory PY - 2023 JO - Academic Journal of Mathematical Sciences VL - 4 IS - 4 DO - 10.25236/ajms.2023.040409 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
Obras relacionadas
Obras do acervo corrente com mais temas em comum.
-
Proof in Mathematics Education: A Bibliometric Analysis Using R Biblioshiny and VOSviewer
Journal of Research and Advances in Mathematics Education
-
PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS
Artefactum, v. 25, n. 8 · DOI 10.23900/artefactum.v25i8.3856
Download disponível Baixar PDF na fonte: PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS (abre em nova aba) Acessar texto completo: PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS (abre em nova aba) -
Quarenta anos de formação docente no semiárido: memórias, currículo e território na história da Licenciatura em Matemática da Universidade do Estado da Bahia, Campus VII
Revista Baiana de Educação Matemática, v. 7, n. 1 · DOI 10.47207/rbem.v7i1.27489
Download disponível Baixar PDF na fonte: Quarenta anos de formação docente no semiárido: memórias, currículo e território na história da Licenciatura em Matemática da Universidade do Estado da Bahia, Campus VII (abre em nova aba) Acessar texto completo: Quarenta anos de formação docente no semiárido: memórias, currículo e território na história da Licenciatura em Matemática da Universidade do Estado da Bahia, Campus VII (abre em nova aba) -
Research on the Pathways and Practices of Integrating Chinese Philosophy into Advanced Mathematics Teaching
Journal of Education and Educational Research, v. 18, n. 3 · DOI 10.54097/nrrpnn04
-
Ethnomathematics for sustainable and culturally responsive mathematics education in Ghana: An ethnographic exploration
Sustainable Education and Digital Transformation · DOI 10.33902/sedt.202635703
Download disponível Baixar PDF na fonte: Ethnomathematics for sustainable and culturally responsive mathematics education in Ghana: An ethnographic exploration (abre em nova aba) Acessar texto completo: Ethnomathematics for sustainable and culturally responsive mathematics education in Ghana: An ethnographic exploration (abre em nova aba)