Backward Teaching Design for Middle School Mathematics Based on Teaching-Learning-Assessment Coherence

Shuo Liu

Education Insights, 2025, vol. 2, issue 7, 256-263

Abstract: Based on the theory of teaching-learning-assessment coherence and combined with the concept of backward teaching design, this paper conducts systematic teaching design and analysis around the middle school mathematics lesson "Opposite Numbers". First, through analysis of teaching-learning-assessment coherence and the backward teaching design process, we optimize and improve upon the backward teaching design framework to obtain a high school mathematics backward teaching design process based on teaching-learning-assessment coherence. Then, starting from three stages: "determining expected goals", "determining appropriate assessment evidence", and "designing learning activities", we construct an integrated teaching model of "objectives-teaching-evaluation". Through the teaching design process of "Opposite Numbers", we explore how to achieve organic integration of teaching and evaluation to improve teaching quality. Finally, we reflect on the teaching from three aspects: "designing rich, multi-layered activities", "focusing on differentiated instruction", and "designing concept formation processes that align with cognitive patterns".

Keywords: teaching-learning-assessment coherence; backward teaching design; opposite numbers (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:axf:eiaaaa:v:2:y:2025:i:7:p:256-263

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