Research On Primary School Mathematics Teaching Design Based On

In the 21 st century, technological change, whether digital or hardware, has been fast,continuous, and deep, affecting every corner of life, not only in the Central Plains region, but throughout the nation. In contrast, in the field of education, the adoption of technology has lagged behind. Most educators view technology with suspicion, as if it were unrelated to learning, rather than as a potential tool for teachers. This approach is unsatisfactory. Technology has a close relationship with and great potential value for transforming the way teachers teach and students learn, especially in math and science, even at the elementary school level. Just a few decades ago, the blackboard was the most advanced technology in the elementary school math classrooms of China. Today, almost every student owns a graphing calculator. Math educators have long recognized the importance of technology as it provides a powerful support for primary school mathematics teaching. However, too little thought has gone into solving the serious problem of how best to integrate technology with the curriculum. Unfortunately,technology and pedagogy(the teaching process) have thus far been treated as two separate domains. Enter TPACK(Technological Pedagogical Content Knowledge). According to Wikipedia: TPACK is a framework to understand and describe the kinds of knowledge needed by a teacher for effective pedagogical practice in a technology enhanced learning environment.The idea of pedagogical content knowledge(PCK) was first described by Lee Shulman(Shulman 1986) and TPACK builds on those core ideas through the inclusion of technology.Punya Mishra, professor, and Matthew J. Koehler, professor, both at Michigan State University,have done extensive work in constructing the TPACK framework. TPACK.org is an active repository of news and information about TPACK.”This paper is divided into six sections: Chapter 1 : Introduction. A review of the background, context, concepts, methods, and status of TPACK. Chapter 2: The significance TPACK in elementary mathematical analysis. Potential of TPACK in elementary level mathematical teaching. Explains the TPACK framework and its theoretical foundations, the significance of the application of TPACK to current models of education, and the interpretation of elementary school mathematics. Chapter 3 : Building TPACK primary mathematics instructional design model. Technology enhancements to the Primary school mathematics teaching model. How TPACK may be integrated with the existing elementary mathematics instructional design model. Interpretive variations of TPACK. Chapter 4:Design and Analysis of Primary Mathematics Teaching Case TPACK. Case Study: Primary Mathematics TeachingProgram with TPACK. A preliminary understanding of the program. An examination of the application of TPACK to an elementary mathematics instructional teaching model. Chapter 5:Practice and Primary Mathematics Teaching Evaluation Based on TPACK framework design. To build a model of the effect of the implementation of verification, making teaching practice basic background exposition and classroom assessment, summative evaluation design, through the conduct of teaching practice, to collect data on the effect of the model guidance analyzed.Chapter 6: Summary of research results. Reflection on the historic lack of innovation and inspiration. Recommendations. Future prospects.