Are there any math related courses that are actually useful?

Hello, I don't know what level of course you are talking about, and also, useful means that it can be used immediately, or just useful for the future, etc. I am a math teacher (junior high school) and I would like to share my opinion.

First of all, the calculations in mathematics can basically be used, rational number calculation in middle and high school, and real number calculation; If you don't have it, you have to use it;

Secondly: in mathematics, you need to pay attention to some important mathematical models, such as functions, equations and inequalities, for example, you need to know these two quantities (you can quantify the things in the problem you want to study, such as height and age), you can use the function model, establish functions, and then you can solve some questions Answers. When y>0 you get an inequality, and when y=0 you get an equation.

Actually, you need to have an awareness on it. A function is the study of the relationship between two variables.

Finally, the knowledge of statistical probability that may be commonly used in life is commonly used. If you do the market, you have to investigate, what kind of requirements do your customers need, this is a survey statistics problem, how to investigate? If you organize and interpret survey data, of course, the survey method is also important.

Hope it helps with your question. If you can, you can communicate with each other.

Mathematics is related to other subjects.

To be honest, depending on what you do in the future, most of the work only needs to be able to add, subtract, multiply and divide.

Mathematics is useless in practice, just for exams......

1. Primary school mathematics curriculum belongs to the basic education curriculum, and as a subject of school education, it should closely focus on quality education.

The content should cultivate students to meet the needs of cross-century social development, and the primary school mathematics curriculum should proceed from the current reality, fully understand the status and role of primary school mathematics teaching in quality education, and improve the efficiency of primary school mathematics classroom teaching around quality education.

2. The role of primary school mathematics curriculum: to cultivate logical thinking ability.

enable students to express their thought processes accurately and methodically; develop non-intellectual factors, which play a leading role in the quality development of students; Enlightenment dialectical materialism.

point of view; Carry out education on loving the motherland and socialism, arouse students' enthusiasm for loving the motherland and socialism, and cultivate students' spirit of studying hard and dedicating themselves to the cause of the construction of the motherland; Cultivate scientific and cultural qualities, and teach the people to educate them for nine years.

The teaching content and teaching materials of primary school mathematics can develop students' initial spatial concept, so that students can initially learn to use the mathematical knowledge and methods they have learned to solve some simple practical problems.

Status of the Primary Mathematics Curriculum:

Primary school mathematics curriculum belongs to the basic education curriculum, as a discipline of school education, should be closely centered on the content of quality education to cultivate students, in order to meet the needs of cross-century social development, primary school mathematics curriculum should proceed from the current reality, fully understand the status and role of primary school mathematics teaching in quality education, around the quality education to improve the efficiency of primary school mathematics classroom teaching is particularly important.

The Role of the Primary Mathematics Curriculum:

Cultivate logical thinking skills, so that students can express their thinking processes accurately and in an orderly manner; develop non-intellectual factors, which play a leading role in the quality development of students; the Enlightenment dialectical materialist perspective; Carry out education on loving the motherland and loving the main god of society, arouse students' enthusiasm for loving the motherland and socialism, and cultivate students' spirit of dedicating themselves to the cause of the construction of the motherland and studying hard; Cultivating scientific and cultural quality, the teaching content and teaching materials of mathematics in primary schools of nine-year compulsory education can develop students' preliminary spatial concepts, so that students can initially learn to use the mathematical knowledge and methods they have learned to solve some simple practical problems.

Curriculum resources refer to the elements of the curriculum** and the necessary and immediate conditions for the implementation of the curriculum. The structure of course resources includes on-campus course resources and off-campus course resources. In addition to textbooks, there are also teachers, students, teachers and students with different experiences, life experiences and different resumes, learning styles, and teaching strategies are very valuable and direct curriculum resources, and various special classrooms and activities in the school are also important curriculum resources.

Off-campus curriculum resources mainly include off-campus libraries, science and technology museums, museums, network resources, local resources, family resources, etc.

This is where you can find the Mathematics Curriculum Resources.

It is to lay the foundation for deeper learning in the future, and the status and role of the foundation need not be mentioned.

The selection of mathematics course content should be in line with the cognitive rules of students

1. The mathematics curriculum should be committed to achieving the training goals of the compulsory education stage, facing all students and adapting to the needs of students' personality development, so that everyone can get a good mathematics education, and different people can get different development in mathematics.

2. The content of the course should reflect the needs of social chain laughter, the characteristics of mathematics, and conform to the cognitive laws of students. It includes not only the results of mathematics, but also the process of forming mathematical results and the implicit methods of mathematical thought.

The selection of course content should be close to the actual situation of students, which is conducive to students' experience and understanding, thinking and exploration. The organization of course content should pay attention to the process and deal with the relationship between the process and the result. It is necessary to attach importance to intuition and deal with the relationship between intuition and abstraction; It is necessary to attach importance to direct experience and properly handle the relationship between direct experience and indirect experience. Attention should be paid to the hierarchy and diversity of the presentation of course content.

Shed included. 3. Teaching activities are a process of active participation, interaction and common development of teachers and students. Effective teaching activities are the unity of students' learning and teachers' teaching, students are the main body of learning, and teachers are the organizers, guides and collaborators of learning.

Curriculum objectives of the mathematics curriculum at the compulsory education level.

Mathematics teaching activities, especially classroom teaching, should stimulate students' interest, mobilize students' enthusiasm, stimulate students' mathematical thinking, and encourage students' creative thinking. It is necessary to pay attention to cultivating students' good mathematics learning habits and enabling them to master appropriate mathematics learning methods.

Student learning should be a lively, active and individualized process. Careful listening, active thinking, hands-on practice, independent exploration, cooperation and communication are all important ways to learn mathematics. Students should have enough time and space to experience activities such as observation, experimentation, guessing, calculation, reasoning, and verification.

Teacher teaching should be based on students' cognitive development level and existing experience, and should be oriented to all students, focusing on heuristics and teaching according to their aptitude. Teachers should play a leading role, handle the relationship between teaching and students' independent learning, guide students to think independently, actively explore, cooperate and communicate, so that students can understand and master basic mathematical knowledge and skills, and experience and apply mathematical ideas and methods.