| Practice refers to the systematic implementation of teaching through different means of expressions under the concept of multiple representations of concepts*The use of multiple characterization teaching is conducive to reducing the student’s thinking gradient,helping students complete the construction of mathematics knowledge system and improving the quality of students’ mathematical thinking.Studying multiple representations of mathematics concepts has practical significance and practical application values in deepening the reform of mathematics basic on educational curriculum and teaching.The paper mainly uses literature research method,survey method,and experimental method to systematically study how to use multiple representations in mathematics concepts teaching in junior high school.Firstly,the theory of multiple representation teaching is discussed,and the multiple representations in mathematics are partially defined,Secondly,the status of using multiple representations in mathematics teaching in junior middle schools is investigated,and the representation forms in statistical teaching materials are analyzed and related data are performed.The research found that:all kinds of conceptual representation forms are reflected in mathematics textbooks,but teachers have wrong applications of multiple representations.Most teachers have the consciousness of multiple representation teaching but lack of systematic guidance and application.Thirdly,a micro-teaching experiment was carried out on the use of multiple representations of mathematics concepts in junior high schools.The results of student performance measured before and after the experiment showed that using multiple representations for concept teaching can significantly improve students’ mathematics.In the research process,combined with the mathematics practice teaching,some examples of applying multiple representations to conceptual teaching were given,and the implementation methods of multiple representations applied to the concept teaching were summarized,Finally,some basic conclusions of the application of multiple representations of the concept teaching in junior middle schools were obtained.After the practice,it was summarized and reflected.The following conclusions are drawn from the study:1.The application of multiple characterizations in junior high school mathematics concept teaching is conducive to students’ understanding of concepts.Classroom teaching enables students to complete the conceptual knowledge construction through multiple characterization techniques,and to make the knowledge and knowledge appear systematically and schematally,which improve students’ mathematical cognitive structure;2.Multiple representation of mathematical concepts is an important way to deepen mathematics curriculum and teaching reforms.Teachers’ research on multiple representations and their practical application in the classroom need to be improved. |
