Ruxian Chen

The theoretical framework of Technological Pedagogical Content Knowledge (TPACK) provides a foundation for the integration of information technology and disciplines. Dynamic mathematical software, as the most widely used mathematics discipline software by mathematics teachers, can effectively improve classroom efficiency and improve students' mathematical thinking. This is exemplified by China's first leading dynamic mathematics discipline teaching tool in the mobile Internet environment: NetPad. In light of the ongoing evolution of information technology, junior high school mathematics teachers must consistently enhance their capacity to leverage dynamic mathematics technology for instructional purposes, in order to align with the evolving demands of teacher development in the contemporary era. Therefore, this paper analyzes the research status of TPACK measurement methods, based on the relevant theoretical studies of TPACK, takes the research of core component TPACK as the entry point, integrates the dynamic mathematical technology, divides the dimensions of junior high school mathematics teachers' Dynamic Mathematics Technological Pedagogical Content Knowledge (DM-TPACK) level, refers to the junior high school mathematics teachers' TPACK scale by Duan Yuanmei, constructs a DM-TPACK evaluation scale and uses Think Aloud Method and Delphi Method to revise and improve, forming the final DM-TPACK questionnaire for junior high school mathematics teachers. Finally, the questionnaire was subjected to a reliability test, and the results showed that the evaluation instrument had good internal consistency and reliability. This study provides a basis for measuring the TPACK level of junior high school mathematics teachers' integration of dynamic mathematical techniques, and provides a reference for the development of a TPACK assessment tool for teachers.

Currently, aesthetic education has been integrated into all aspects of talent training. There exists a close correlation between mathematics and beauty, which serves as the practical foundation for implementing mathematics aesthetic education teaching. Mathematical aesthetic education requires teachers to guide students to establish the cognition of mathematical beauty, stimulate students' understanding and appreciation of mathematical beauty, and cultivate students' logical thinking and creativity. However, in actual teaching mathematics teachers lack the theoretical guidance for teaching mathematics aesthetic education, as well as the resources for aesthetic education and the platform for sharing resources. In order to solve the problems facing the teaching of aesthetic education in mathematics, this paper designs a teaching model of aesthetic education in mathematics based on Dynamic Geometry Software. The model is based on the theory of aesthetic psychology and Zhang Dianzhou's theory of the division of the connotation of mathematical beauty, which first divides the process of students' learning of mathematical beauty, and then establishes a teaching process based on this division, including creating environmental beauty, discovering and talking about beauty, appreciating and experiencing beauty, exploring and thinking about beauty, and applying and creating beauty. The incorporation of the NetPad Dynamic Geometry Software allows for the production and sharing of mathematical aesthetic materials, demonstrates the dynamic process of generating mathematical beauty, and allows for a more fluid implementation of teaching models. Under the guidance of this teaching model, the teaching practice of "The rotation of figure" has fully penetrated the thought of mathematical aesthetic education, developed students' aesthetic ability, and achieved good teaching results.

The cultivation of core subject literacy is the central embodiment of the curriculum objectives. In the core literacy of mathematics, mathematical abstraction is the basic idea of mathematics and an important foundation for the formation of rational thought. The NetPad is a dynamic mathematical education software based on the Internet platform, its dynamic visualization feature allows the abstraction of general laws by constantly changing the geometric relationships between shapes. Unlike the traditional mathematics teaching, the use of problem chains in NetPad-based mathematics classrooms allows teachers to grasp the rhythm of the classroom through problems and dismantle complex mathematical problems, which helps students understand and think. This paper proposes a teaching model based on NetPad and problem chains, which contains teaching objectives, teaching processes, and types of problem chains corresponding to the processes. Among them, the six goals of Bloom's Taxonomy of Educational Objectives are reconstructed based on the connotation level of mathematical abstraction to form new teaching objectives, making them more suitable for teaching mathematical abstraction, and the teaching process is formed in accordance with the new teaching objectives, the process including environment construction, definition of concept, exploration of meaning, testing and application, and transfer and enhancement; each teaching process is matched with a corresponding type of question chain. In the paper, the teaching cases are practiced under the guidance of this model, and good teaching effects are achieved. CCS CONCEPTS • Applied computing • Education • Computer-assisted instruction

Developing students' innovative thinking is one of the important goals of the current educational reform. Dynamic Mathematics provides interesting content and interactive technology support for effectively developing innovative thinking. The DIIEE design thinking model is a creative problem-solving process. This paper constructs the DM-DCCSE innovation education model based on Dynamic Mathematics and the DIIEE design model, which has clear objectives, progressive processes, rich activities, interesting knowledge and effective technical support. The results of the study on the teaching practice of Animation Mathematics course under the guidance of this model show that the model is conducive to promoting the development of students' innovative thinking and students are highly satisfied with the teaching effect.

With the development of Internet+, an open and innovative educational ecosystem is forming. The combination of Internet and education can greatly promote the integration and utilization of high-quality education resources. Firstly, we analyze the main problems in the construction of digital education resources. Secondly, we explore the co-creation construction model of high-quality mathematical resources among government, enterprises and schools, including the main elements of the model, the connection between the elements and the related mechanism support. Finally, it takes NetPad as an example to carry out practical research on the co-creation of digital education resource in the field of basic education, improving the construction and service level of high-quality digital education resources.