A Study on the Model of Teaching Mathematics Aesthetics Based on Dynamic Geometry Software

With the deepening of today’s education reform, the development of students’ aesthetic ability is becoming more and more an important part of the education system, and dance teaching, as an indispensable part of the cultivation of aesthetic ability, is receiving more and more attention. This study takes students majoring in preschool education in colleges and universities as the research object, integrates dance teaching in music courses, conducts a questionnaire survey research, and then conducts research on the characteristics of the dance teaching mode under aesthetic education, studies the relationship of the factors between the survey object and the school dance teaching in terms of the one-way analysis of variance (ANOVA), correlation analysis, and multiple regression analysis, and further analyzes the factors influencing the development of the aesthetic ability of the students. After the analysis, it can be concluded that the place of residence has the main influence on the development of students’ aesthetic abilities, despite the individual differences of students. The integration of art courses and dance courses in schools, the degree of attention of dance teachers to students’ aesthetic ability in dance teaching, the development of dance club activities in schools, students’ participation in club activities, and the cultural atmosphere of dance on campus had high correlations with students’ aesthetic ability, with the highest correlation value of 0.412** for art courses. From the multiple regression analysis to explore the development of art courses and students’ aesthetic ability, it can be seen that the school is the main influencing factor in cultivating the development of students’ aesthetic ability towards dance, so the school should improve the content of art and culture courses and focus on the development of students’ aesthetic ability.

With the rapid development of high-tech, humanity is gradually entering the era of artificial intelligence, and the new era endows different fields with new missions. Under this background, college aesthetic education also faces new challenges and opportunities. The essence of the intelligent era lies in creating a more convenient, efficient, energy-saving and comfortable experience for users. Aesthetic education, as the basic education for cultivating the aesthetic ability of the whole people, bears the important responsibility of transforming aesthetic ability into productive force, and is also an important driving force for promoting the high-quality development of the economy. Research has found that there is still an imbalance between college aesthetic education and the development needs of the new era. Therefore, colleges and universities should review the trend of aesthetic education, take the value leadership, cultural inheritance and innovative development of students by aesthetic education as the focus of talent cultivation, and focus on cultivating future talents to meet the needs of future work. In addition, artificial intelligence also provides new teaching ideas and resources for aesthetic education. Many colleges and universities have integrated aesthetic courses into professional courses in terms of curriculum setting, realizing interdisciplinary integration, which not only expands the field of aesthetic education teaching, but also enriches the ways of aesthetic education. This study aims to explore theoretical references for the mission of college aesthetic education in the era of artificial intelligence, promote colleges and universities to better respond to the needs of the times, and achieve high-quality development of aesthetic education.

Aesthetic education is an important part of education. However, sports action teaching and aesthetic education are closely combined. This paper discusses the important role of aesthetic education in action teaching through the relationship between action education and aesthetic education. And put forward how to cultivate students’ ability of feeling beauty, understanding beauty, and expressing beauty through various aesthetic education means such as teachers’ aesthetic education ability, optimizing teaching process and beautifying teaching environment. Based on the research of aesthetic education and action education, this paper mainly uses data mining methods, such as statistical analysis and clustering, to further mine the patterns and events obtained before, so as to form a higher level of semantics. From the two directions of motion recognition algorithm and continuous motion segmentation, the feature classification method based on depth and joint data and the segmentation algorithm based on sliding window are studied to achieve the research purpose. In the experimental part, the algorithm is tested and analyzed based on the action data set, and the correctness and effectiveness of the algorithm are verified.

Aesthetic education plays an important role in professional education. It can not only improve students' aesthetic ability, but also cultivate their creativity and cultural literacy, providing a broader vision and deeper cultural deposits for professional learning. Through aesthetic education, students are able to better understand the aesthetic principles of professional fields, such as symmetry and harmony in design, color and composition in art, so as to optimize the expression and presentation of works. In addition, aesthetic education can also enhance students' cultural confidence, help them integrate cultural elements into their professional practice, and create works with more cultural connotation and artistic value. In vocational education, the combination of aesthetic education and professional skills can cultivate compound talents with solid professional ability and artistic accomplishment, and inject new vitality into the development of society and industry.

In recent years, as quality education has deepened, aesthetic education in middle schools has gained increasing attention. Music is a crucial subject in the middle school education system and serves as an important medium for aesthetic education. However, there are still several issues in current middle school music teaching, such as teachers' insufficient understanding of aesthetic education, students' lack of independent aesthetic abilities, and inadequate educational environments and resource allocation. These issues not only affect the effectiveness of middle school music teaching but also hinder the development of students' aesthetic literacy. To address these challenges, this article explores practical approaches to aesthetic education from the perspective of updating educational concepts, including teaching according to individual aptitude, reinforcing the foundation of music theory, and reshaping the core of aesthetic education. It also discusses strategies for teacher guidance, such as tiered teaching to activate diverse aesthetic potentials, strengthening practical training to form a multi-dimensional aesthetic system, and innovative educational concepts. These strategies aim to stimulate middle school students' interest in music learning and comprehensively enhance their aesthetic abilities, thereby laying a solid foundation for the development of their musical literacy and overall well-being.

Aesthetic education, as an important component of education, plays a vital role in cultivating students' aesthetic awareness, aesthetic abilities, and humanistic qualities. With the acceleration of globalization and modernization, the demand for well-rounded, high-quality talent has increased, and the significance of aesthetic education in higher education has become more prominent. Currently, although general education plays a crucial role in higher education reform, many universities in China still face limitations in the design, content, and teaching methods of aesthetic education courses, necessitating systematic reform and innovation. This research aims to explore how to design aesthetic education courses within the framework of general education and to propose reform paths and strategies that meet the requirements of the new era. The research objectives include analyzing the current state of aesthetic education courses in universities both domestically and internationally, constructing a curriculum framework that meets practical needs, and suggesting innovative reform paths for aesthetic education courses. By employing methods such as literature analysis, case studies, comparative studies, and empirical research, this study aims to provide theoretical support and practical solutions for the reform of aesthetic education in higher education. The results of this study contribute to the enhancement and development of aesthetic education in general education systems and offer valuable insights for aesthetic education course design both domestically and internationally.

Against the backdrop of "cultural confidence" and "aesthetic education", integrating red classics into the cultivation of aesthetic education ability of English majors in vocational colleges can effectively enhance their patriotic feelings, improve their cultural literacy and aesthetic ability, and cultivate their correct values and worldviews. This article starts from the necessity of red classics in cultivating college students' aesthetic education ability, analyzes the integration of red classics into the cultivation of aesthetic education ability of English majors in vocational colleges, and proposes countermeasures. The article argues that integrating red classics into English teaching can help students enhance their sense of identity and pride in their motherland's culture, improve their humanistic literacy and aesthetic ability, strengthen their cultural confidence, and thus provide intellectual support and talent guarantee for the comprehensive construction of a modern socialist country.

Today, information technology has become an important factor of productivity to promote social development. It combines with all industries in the world, develops rapidly, and has a profound impact on human production and life. Aesthetic education plays a high role in China's higher education. For a long time, people have formed much understanding of the aesthetic education of engineering majors, while information technology, as a new engineering major intersecting with all industries, has more urgent, comprehensive and profound requirements for aesthetic education. As the cradle of information technology talents, how to cultivate talents leading the development of the times has become an important topic. This paper, starting from the problems faced by aesthetic education of colleges and universities and combined with the characteristics of information technology major, points out that the purpose of information technology major to carry out aesthetic education is to achieve harmony between man and nature and ensure that information technology benefits human society, aiming to let students develop aesthetic consciousness and aesthetic ability, shape perfect personality, and create beautiful things. The paper also discusses the connotation of aesthetic education of information technology major, pointing out that information technology major should realize the organic combination of aesthetic knowledge and professional accomplishment based on its training objectives, strengthen students' document writing ability, human-machine interface design ability and code design ability in line with aesthetic requirements, and cultivate talents good at communication and cooperation and meet the needs of the information age. Based on these ideas, this paper puts forward the assumption of offering the course of"Innovative Thinking and Aesthetic Cultivation".

Este trabalho é um recorte de uma pesquisa realizada no Programa de Pós-Graduação em Educação em Ciências e Matemática da Universidade Federal de Goiás (UFG). Foram realizados o mapeamento e a análise das pesquisas publicadas entre 1987 e 2017, que abordam o ensino de geometria plana no ensino médio com o uso de softwares de geometria dinâmica como recurso didático. Para tanto, os procedimentos metodológicos do Estado do Conhecimento nos guiaram no planejamento, na organização, análise e apresentação dos dados encontrados. O campo empírico baseou-se nos bancos de dados das bibliotecas de instituições que possuem mestrado e doutorado relacionados à Educação Matemática e no Banco de Teses e Dissertações (BDTD) da CAPES. Definiu-se como marco inicial o ano de 1987, por ser o ano de criação do 1º software de geometria dinâmica e 2017 como marco final devido ao de que o levantamento foi realizado em 2018. Os resultados indicam o Geogebra como o software mais utilizado nas experiências com o ambiente dinâmico. Outro aspecto que emerge dos dados coletados são influências da teoria dos registros de representação semiótica e da didática francesa. As perspectivas são permeadas por uma discussão que valoriza o “aprender a aprender” e a formação para o mercado de trabalho, focando nos aspectos técnicos em detrimento da construção de conceitos geométricos.

Critical and creative thinking skills at SMA Pangudi Luhur (PL) Don Bosko are still classified as moderate critical thinking and less creative thinking, respectively. This illustrates that some students have not been able to interpret information scientifically and develop ideas to solve a problem. This study aims to analyze students' critical and creative thinking skills in understanding renewable energy material at SMA PL Don Bosko. These skills are important to face global challenges related to sustainable energy utilization. The research method used is descriptive with quantitative and qualitative approaches. Data were obtained through tests and questionnaires involving 20 students as respondents. The results of the analysis show that most students have critical thinking skills in the moderate category with an average achievement percentage of 62.94%, with the most dominant aspect of Elementary Clarification. However, students' creative thinking skills are still classified as lacking with an average achievement of 63.8%, with dominant results in the fluency aspect. Factors such as learning approaches, active student involvement, and learning resource support influence the development of these skills. This study suggests integrating a project-based learning model to improve students' critical and creative thinking skills on renewable energy materials.

This study aims to develop and see the effectiveness of flipbook-based digital pocketbooks on environmental pollution material on the critical and creative thinking skills of grade VII students at SMPN 1 Sojol Utara. The method used in this research is research and development (Research and Development) with 4D instructional design. This research was conducted on grade VII students at SMPN 1 Sojol Utara totaling 40 students. The results of this study showed that: (1) The flipbook-based digital pocket book developed obtained a percentage of 86.96% of the very valid category and for media practicality obtained a percentage of 80% of the practical category for use in science learning, critical thinking skills obtained a value of 70.83% in the critical thinking category (2) The ability to think creatively obtained a score of 84.37% with the category of creative thinking (3) The effectiveness of the book The flipbook-based digital pocket developed is very effective in improving students' critical thinking skills with an effect size value of 1.95 very large categories, (4) The effectiveness of the flipbook-based digital pocketbook developed is very effective in improving students' creative thinking skills with an effect size valueThe 1.95 categories are huge. Based on the results of the development that has been carried out, flipbook-based digital pocketbooks can be a learning medium that can improve students' critical and creative thinking skills in science learning.

Abstract: Math is able to train logical, analytical, systematic, critical, and creative thinking of students. Mathematical critical thinking ability is a capability that supports a variety of other mathematical thinking abilities. The students' critical thinking ability is also closely related to the personality or character of the student. Personality can affect how a person behaves, thinks, or interacts with around. The personality types discussed in this study are examined from four types of temperaments by the theories of Hippocrates and Galenus. This research includes the type of qualitative research that uses descriptive qualitative research methodology. This research will be conducted on the students of class XI MIA SMA Negeri 2 Kota Jambi. The thing described in this research is the students' mathematical critical thinking based on the dominant personality type on linear program solution. The results of personality tests of the instrument adapted from the patterns of personality by Lana Bateman found 40 dominant students that is the type of phlegmatic personality. Furthermore, based on sampling technique that is purposive sampling technique, 2 students are taken as research subjects ie phlegmatic students with the highest level of critical thinking ability called first phlegmatic students and phlegmatic students with the lowest level of critical thinking ability is called second phlegmatic student. From the results obtained can be concluded that the first phlegmatic students have the level of critical thinking skills are very critical and the second phlegmatic students have a critical level of critical thinking is not critical. This is inversely between the ability to think critically and the type of phlegmatic personality. The first phlegmatic student with enough phlegmatic category has critical critical mathematical thinking and the second phlegmatic student with very high / dominant phlegmatic category, critical critical thinking ability is not critical.Keywords: Mathematical Critical Thinking Ability, Four Temperament Types

Children's Mathematics Learning: The Struggle to Link Form and Understanding

This research seeks to elucidate students' critical thinking abilities about comparable content. This study is descriptive in nature and employs a qualitative methodology. This study employs a case study methodology. The obtained data comprises critical thinking ability exam results, which include two problems and interviews. The obtained data is assessed according to the critical thinking skill indicators established by the researcher, which include: 1) investigating; 2) recognizing and justifying ideas; 3) generalizing; 4) clarifying and resolving. This research employs data analysis methodologies from Miles and Huberman, including data collection, data reduction, data presentation, and conclusion drawing/verification. The triangulation approach ensures the authenticity of the data used in this investigation. The data analysis findings categorize students' cognitive capacities into three groups: 11.11% (4 students) are classified as high, 27.78% (10 students) as medium, and 61.11% (22 students) as low. From the perspective of critical thinking capacity, 100% of students explored the topic, 55.56% identified and justified the notion, 16.67% generalized, and 11.11% clarified and resolved the issue. These findings demonstrate that students’ overall critical thinking abilities in solving similarity problems are still low, particularly in generalizing and resolving problems. The study contributes theoretically by reinforcing the significance of critical thinking in mathematics education, particularly geometry; methodologically by integrating test and interview data to analyze thinking processes; and practically by offering insights for teachers to develop instructional strategies that foster students' ability to think critically and solve problems effectively.

With the vigorous development of new media, aesthetic education plays a pivotal role as a vital and necessary link for the development of quality-oriented education in colleges and universities. However, colleges and universities nowadays value knowledge education more than aesthetic education, aesthetic education curriculum remains to be diversified and enriched, and aesthetic education practice activities tend to be in a superficial form, all of which have turned aesthetic education into an obstacle affecting the overall development of college students. We should practically grasp the development status and problems of college aesthetic education, and systematically analyze the reasons of such problems, which is of great practical significance for the establishment and development of contemporary aesthetic education curriculum system.