The Influence Of Teaching Design Of Multiple-representations On Concept Learning Of Solid Geometry

Representations of mathematics is an important object of psychology of mathematics education. This study from the theoretical and empirical studies of the two aspects the teaching of mathematics using multiple-representations of the concept of learning what kind of impact? How it affects the learning process and results of mathematical concepts? How to optimize multiple representations of learning by teaching design? In actual teaching, whether the multiple-representations of mathematics learning instructional design have an effect? Comprehensive use of various methods, enhance the reliability and validity. In the theoretical work, based on cognitive load theory, theoretical speculation as the main method, the lessons learned and case analysis, supplemented, proposed teaching strategies to optimize to the multiple-representations of concept of solid geometry learning:①optimizing multiple-representations of teaching strategies;②spatial proximity showing multiple-representations of teaching strategies;③time approaching showing multiple-representations of teaching strategies;④consistency showing multiple-representations of teaching strategies;⑤dual-channel showing multiple-representations of teaching strategies. In the empirical work, by experimental methods of teaching, with case studies, questionnaires, interview method, verify multiple-representations meaning and value of teaching design. Experimental studies have shown that compared to the usual teaching strategies proposed teaching strategies to optimize to the multiple-representations of concept of solid geometry learning did not significantly improve the performance of students learning mathematical concepts, but significantly reduce the mathematical concept of the learning process of students cognitive load.