A practical study on interdisciplinary project-based learning in junior high school mathematics from the perspective of the "Three Dynamics" — a case study of "The Mathematical Code in Ant Foraging"
“三动”视角下初中数学跨学科项目式学习实践研究——以“蚂蚁觅食中的数学密码”为例

摘要

本文以“蚂蚁觅食中的数学密码”项目为例，联系勾股定理的应用，串联生物学、物理学、信息技术等学科，将跨学科视野下项目式学习的要求融入中学数学教学中。三动，即问题驱动、任务联动、展评互动。在问题驱动中，设计驱动性问题，聚焦多个子问题感知情境；在任务联动中，以阶梯式任务为导向，精设活动安排，采用多样化策略建构模型；在展评互动中，综合终结性评价与过程性评价，优化项目反思，实现数学素养的提升。

Abstract

This paper takes the project "The Mathematical Code in Ant Foraging" as an example, integrating the application of the Pythagorean theorem and connecting disciplines such as biology, physics, and information technology. It incorporates the requirements of interdisciplinary project-based learning into middle school mathematics teaching. The "Three Dynamics" refer to problem-driven learning, task-linked collaboration, and exhibition-evaluation interaction. In problem-driven learning, guiding questions are designed to focus on multiple sub-questions that help students perceive the context. In task-linked collaboration, a step-by-step task orientation is adopted, carefully designing activity arrangements and employing diverse strategies to construct models. In exhibition-evaluation interaction, summative and formative assessments are combined to optimize project reflection and enhance mathematical literacy.