Teaching targeted at the essence of mathematics:exemplified by “the first n-term sum formula of the geometric progression”

The mathematics curriculum standard of General Senior High School puts forward the core concept of mathematical essence from the three dimensions of"Basic idea", "Teaching suggestion" and"Proposition suggestion". In order to put into practice the teaching targeted at the essence of mathematics, this paper reveals the connotation of the teaching targeted at the essence of mathematics: the premise of teachers’ understanding of the essence of mathematics, the orientation of highlighting the nature of mathematics, and the pursuit of students’ grasp of the essence of mathematics, with the teaching of mathematics essence being deeply integrated into the teaching contents and infiltrated into the teaching activities, and the teaching strategies of mathematics essence are thus put forth: focusing on the whole analysis to grasp the essence of mathematics; the setting up of problem scenarios to associate related mathematics essence; the experiencing of the inquiry process for the apperception of mathematics essence; the sorting of the logic relations to uncover mathematics essence; the reflection of the deeply -lay connections to internalize mathematics essence; the implementation of culture immersion so as to appreciate mathematics essence; highlighting transference application, to reinforce the mathematical essence. On the basis of this, taking the first n-term sum formula of geometric progression as an example, a teaching case which points to the essence of mathematics is designed.