Derivative is one of the basic concepts of calculus, has an extremely rich practical background and wide application. However, "low exploration" of the limit thought in teaching and learning activities have caused difficulties in future advanced mathematics learning. The purpose of this study is to create a learning model that helps students understand calculus. The method in this research is using research and development method, designing a learning model using 6 questions cognitive model on derivative material. Based on the results of developing a new learning model in this study using the six questions cognitive model to explore mathematics from the six dimensions of "from where", "what ", "why", "how", "what if it changed" and "think about it", The teaching and learning activities when teaching derivative under the cultural background reflects the continuity, naturalness and order of teaching. The results of this study indicate that 6 question cognitive models can help students learn the basic concept of calculus. The results of this study can be implemented by teachers in schools to improve the quality of high school student learning
The 21st century is an era in which education determines the future of society. The relevant theoretical research on core literacy is mainly carried out around students, and the research on the core literacy of pre-service mathematics teachers in ethnic areas has not yet begun. By consulting literature and existing mature questionnaires, combined with pre-service mathematics teachers' characteristics in ethnic areas, a "core literacy scale of pre-service mathematics teachers in ethnic areas" was compiled. Taking 412 pre-service mathematics teachers in Guangxi, China as the research object, using SPSS22.0 and AMOS24.0 to carry out project analysis, exploratory factor analysis, and confirmatory factor analysis on the data, the scale was revised accordingly, and the formal scale contains knowledge There are 3 dimensions of, ability, character, and the corresponding 9 factors. The scale compiled has good reliability and validity. It can be used as an effective tool to measure the core literacy of pre-service mathematics teachers in ethnic areas, and it also provides a basis for in-depth research on the current situation and strategies of training the core literacy of pre-service mathematics teachers in ethnic areas.
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