Research On The Practice Of Multiple Representation Teaching Strategy In The Concept Of The Number Of Children In Large Class

Multi-representation teaching strategy refers to a series of implementation processes in which teachers,on the basis of a clear understanding of activity objectives and according to children’s physical and mental development rules and learning characteristics,apply multi-representation to the design and implementation of teaching activities,and consciously evaluate and regulate teaching activities in order to pursue the best teaching effects.The concept of number is the "central concept structure" in children’s mathematical development.It is an extremely important content in early mathematical learning,and has a close relationship with children’s mathematical learning in other aspects.In this study,literature analysis,interview method and action research method were adopted.Firstly,the current situation of teachers’ use of multiple representation teaching strategies in collective mathematical activities was learned.Teachers lacked sufficient understanding of multiple representation teaching,and the representation methods used in daily mathematical teaching activities were relatively single.Secondly,teachers do not have a more comprehensive understanding of the concept of number,lack of attention,in the daily education and teaching activities,teachers did not take targeted measures to promote the development of the concept of number.On this basis,this study collected a large number of data,through literature review,interviews with teachers,etc.,to make full preparations for the design and implementation of the activity.The object of this study is two large classes of children in Dali State Kindergarten,one of which is an experimental class and the other is a control class.Theme under the background of conventional mathematical activities that in comparative classes,the experimental class is divided into 2 groups,around number is how much,the order of the number,ordinal number,the number of composition and decomposition,simple addition and subtraction ability five digits core experience,experience in each core option 2 below section mathematics activities,using multivariate characterized teaching strategy section 10 of the collective teaching activities.The results showed that there was no significant difference in the development level of number concept between the two classes before the activity was implemented.However,through the practice teaching of multi-representation teaching strategy for 3months,the scores of children in the experimental class on the number comparison,number order,ordinal number,number composition and decomposition,simple addition and subtraction operation and other dimensions changed significantly.According to the analysis of the data results,it is concluded that it is feasible to apply the multi-representation teaching strategy to the concept of number in the large class.The mathematical concept development level of the experimental class has been significantly improved,and the mathematical concept development level of the experimental class is higher than that of the control class.Multivariate representation teaching strategy is permeable,which runs through children’s daily activities and affects all aspects of their lives.Multi-representation teaching is a way for children to master the concept of number,and it can also test the effect of children’s learning of number concept.Based on the research conclusions,the researchers put forward the following suggestions: combining with the teaching content,create a multi-representation teaching situation;Continuously improve theoretical knowledge,carefully interpret the core experience of the concept of number;Understand the dynamics of children,pay attention to the development of children.