TPACK Based Teaching Strategies For The Solid Geometry Of Primary School

“The Information Technology(IT)has significant influence on the roles,responsibilities,contents and methodologies of mathematics education.Mathematics curriculum should adopt information technology reasonably to achieve the best results of teaching.”(The Chinese Curriculum of Mathematics: Primary School,2011)Therefore,Technological Pedagogical Content Knowledge(TPACK)is of great importance as it is fundamental for effective teaching integrated with IT.Solid geometry,a transition between the geometries of primary and second schools,is crucial for the primary students to practice their logical reasoning abilities,develop concepts of space and form geometric intuition.Meanwhile,as students are transferring from imagery thinking to abstract thinking,TPACK also plays an important role in cultivating students' mathematical literacy such as mathematics abstraction,intuitive imagination.Concept identification of solid geometry,derivation of the formulas of surface area and volume are critical for mathematical learning.However,students always have difficulties in understanding the transformation between cuboids and cylinders,as well as the derivation of volume of the cones.Thus,they have to memorize the formulas hard.Teaching strategies based on TPACK might help students to get insight of important features of solid geometry.Subsequently,these strategies could highlight the critical points,breakthrough the difficulties and improve the teaching efficiency.This work explains the teaching strategy by theoretical and practical researches.Theoretical research: Firstly,this work reviews the TPACK theory and the solid geometry teaching practices in primary schools.Then we determine the basics of the TPACK and analyze the teaching practices of the solid geometry in primary schools based on the interpretation of the curriculum standards.Subsequently,we propose a solid geometry teaching strategy based on TPACK: dynamic multiple-Relation,visualized cognitive process,clearly-identified cognitive results.For the practical research,teaching experiments research combined with case studies,questionnaire surveys,case interviews,and classroom observations are carried out for thequantitative and qualitative analyses.The teaching strategy based on TPACK is optimized.Its influence on the students' mathematics learning skills and attitudes are studied.Students in the experimental class have demonstrated:(1)significantly increased scores;(2)optimized learning skills;(3)improved interests and attitudes for mathematics.