Research On Real-time Classroom Decision-making Of Teachers Based On Students' Mathematics Comprehension

"Mathematical understanding" has become a hot topic in the world of mathematics education after "problem solving"."Efficient teaching is basically equivalent to reasonable teaching decisions." On the basis of mathematics classroom teaching,from the perspective of students' mathematical understanding,in-the-moment decision-making meets the actual needs.Based on the previous research,this study comprehensively adopted the teaching video analysis method and the method of inspiring memory interview.By comparing the differences between middle school mathematics experience teachers and novice teachers,we focus on the following questions: What is the in-the-moment decision-making of the classroom teachers of experienced teachers and novice teachers? What is the difference between in-the-moment decision-making at all levels? What is the reason for the difference?Through the analysis of teaching videos,the in-the-moment decision-making of classroom teachers of experienced teachers and novice teachers is analyzed.In order to analyze the in-the-moment decision-making at all levels,firstly,according to the research results of Jacobs,an improved framework of in-the-moment decision-making elements is proposed,including three layers: the first layer,the teacher pays attention to the student's answer,and the second layer,the teacher answers the student's answer.Retelling and Interpretation;At the third level,after the teacher repeats and explains the student's answer,he or she will answer the correctness and inferiority of the student's answer and supplement and explain it.According to this comparison,the difference in the number of immediate decisions between the two types of teachers at each level is different.Secondly,according to the framework of the instant decision element,the corresponding coding scheme is produced.After the score,the scores of the two types of teachers at different levels were compared and analyzed.An analysis of the causes of the differences was conducted through a recall interview with the teacher.The results show that: First,experienced teachers can pay more attention to students' classroom response;secondly,experienced teachers are more inclined to repeat and explain the students' answers,and timely feedback the correctness and inferiority of the students' answers.And instructions.Novice teachers are more concerned with the level of attention to student answers.Third,experienced teachers have a deeper understanding of mathematical understanding and in-the-moment decision-making,and have a deeper understanding of the meaning and importance of classroom problems.Their problems and objects are more targeted,and the way they ask questions is more "skills." Fourth,experienced teachers are good at making appropriate immediate decisions based on students' cognitive order to promote students' mathematical understanding.In addition,experienced teachers are also good at grasping students' mythological ideas,making in-the-moment decision-making,guiding students to analyze misconceptions and deepen their understanding of mathematics.Finally,according to the research conclusions,the corresponding suggestions were given to the novice teachers.