The Empirical Research On Using Dynamic Mathematics Technology To Improve The Effectiveness Of Mathematics Variable Teaching

Through a large number of empirical studies,Chinese scholars have shown that traditional mathematics teaching places more emphasis on results than process,more on explicit knowledge than thought and method,more on problem solving training than ability development.In order to change the bad situation of traditional classroom teaching,under the guidance of new curriculum standards,mathematics teaching methods have been constantly improved and innovated.Variable teaching of mathematics has become a popular teaching method in the field of education.However,in the traditional variable teaching of mathematics,teachers often deal with the process of "change" in a "static" way,which is not conducive to students' understanding of knowledge and difficult to cultivate students' mathematical quality of abstract mathematics and intuitive geometry.The emergence of dynamic mathematics technology provides a possibility to improve the limitations of traditional mathematics variant teaching.Based on this,the author attempts to take the multiple representation theory and cognitive load theory as the theoretical guidance and "junior middle school plane geometry " as an example,and discusses the design strategy of optimizing mathematics variable teaching with dynamic mathematics technology,in order to provide theoretical and practical reference for improving the effectiveness of classroom teaching.This article carries on the discussion and the elaboration mainly from two aspects of the theory and the practice.From the perspective of theoretical research,this paper first gives a brief overview of junior high school plane geometry,mathematical variable teaching,dynamic mathematics technology,etc.,and sorts out the current situation of dynamic mathematics technology and variable teaching application in junior high school plane geometry,as well as puts forward some thoughts.Then,under the guidance of multiple representation theory and cognitive load theory,the design strategy of dynamic mathematics technology to improve the effectiveness of mathematics variable teaching is proposed :(1)task variation strategy based on information packaging,including variable scenario to activate cognition,variable inquiry to obtain new knowledge,and variable training to deepen new knowledge;(2)sensory linkage strategies based on active behaviors,including strengthening communication and sharing to promote knowledge understanding,strengthening variation and exercise to promote meaning generation,and strengthening summary and reflection to promote schema construction;(3)dynamic visualization strategies based on spatial proximity,including "flicker" and "color" combination to distinguish results,"number" and "shape" interdependence to promote understanding,"dynamic" and "static" integration to highlight the process.And this paper provides corresponding cases for further explanation and analysis of strategies.Finally,taking the sum of interior angles and the sum of exterior angles in polygons as an example,the teaching design is optimized by using the design strategy of efficient-enhancing mathematics variable teaching.From the perspective of practical research,this study adopts the optimized variant teaching of the sum of interior angles and the sum of exterior angles in polygons to conduct teaching practice.It is mainly based on teaching experiments,supplemented by questionnaire survey and random interview,to test the influence of mathematics variant teaching designed under the design strategy on students' learning effect of plane geometry,cognitive load generated by learning and learning efficiency.The results show that the design strategy of using dynamic mathematics technology to improve the efficiency of mathematics variable teaching has a positive impact on promoting students' learning of plane geometry.Compared with the control class,the experimental class was superior to the control class in mathematical learning effect,mathematical learning efficiency,mathematical understanding,problem solving and other mathematical learning process variables,and the cognitive load generated by learning was also reduced.