| The reasonable mathematical concept is the core and key link of mathematics teaching, which influences students’ understanding and mastery of mathematical concepts, and decides the efficiency of mathematics teaching. Looking at the mathematics teaching practice, we can find that many teachers only focus on the teaching experience while lack the necessary guidance of teaching and learning theory. Thus, the instructional design is not scientific and reasonable enough and the teaching of mathematics concept is hard and inefficient, resulting that students have difficulties in understanding of mathematical concepts. Multi representations of mathematics theory emphasizes that teachers’ teaching design should pay attention to students’ psychological state, starting from the psychological mechanism of students cognitive. The teachers should present mathematical concepts in multiple perspectives and multiple levels, so as to help students fully understand and master the mathematical concepts, build good knowledge structure and improve the ability of using mathematical concepts to solve the problem. In view of this, the research takes the theory of mathematical multiple representation as the theoretical guide, and carries on the teaching design of the elementary school mathematics concept.I put forward the strategy of primary school mathematics concept teaching design based on the multi-representations theory, a cognitive model of mathematical multiple representation learning proposed by Tang Jianlan, the concept of elementary school mathematics and its teaching characteristics and the basic framework of mathematics teaching design proposed. I make instructional design with the example of " The understanding of the Angle". I analyze the teaching content with the teaching materials and curriculum standard so as to understand the students’ cognitive basis and starting point level. I form the instructional design into class lesson plans according to the policy of teaching and put it into practice. From the analysis of the classroom teaching activity and students’feedback after class, I find that using multiple representation elementary school mathematics concept teaching can help students understand the concepts comprehensively, and improve the participation of elementary mathematics classroom learning and train the ability of elementary mathematical representation. Reflecting on the understanding of the Angle of the design and implementation of classroom teaching, I suggest that we should choose multiple representation forms reasonably, and pay attention to the transformation between different representation forms and strengthen the relationship between different concepts. |
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