Seongnam Municipal Junior High School, Gyeonggi-do, Republic of Korea

Abstract: With the full implementation of the 2022 Revised National Mathematics Curriculum Standards of the Republic of Korea, middle school mathematics education has officially entered a new reform stage centered on core competencies. Traditional middle school mathematics teaching design faces prominent problems including fragmented knowledge points, homogenized teaching scenarios, superficial thinking training, formalized digital and intelligent teaching, and single evaluation systems, which fail to meet the requirements of higher-order thinking and core competency cultivation. Based on front-line middle school mathematics teaching scenarios in Korea, this paper proposes an innovative holistic unit teaching design model integrating digital-intelligence empowerment and project-driven learning. It breaks the limitations of fragmented single-lesson teaching and constructs a five-stage teaching system of “scenario visualization – project inquiry – modeling abstraction – transfer application – diversified evaluation”. Combined with typical unit classroom practices and controlled experimental data of middle school mathematics, this study verifies that the proposed model can effectively solve common student problems such as mechanical problem-solving, rigid thinking and insufficient practical application ability, and significantly improve students’ mathematical modeling, logical reasoning and real-world problem-solving competencies. Featuring high innovation and operability, this research provides a replicable practical paradigm for the transformation of competency-based classrooms and the implementation of digital intelligent teaching in Korean middle school mathematics education.

Keywords: Korean middle school mathematics; holistic unit teaching; teaching design innovation; digital-intelligence integration; project-based learning; core competencies