Research On Mathematics Teaching From The Perspective Of Task Design

Since 1980 s,mathematics teaching design has emerged in an endless stream.As a bridge to communicate teachers' mathematics teaching and students' mathematics learning,it is favored by some domestic teaching competitions.By studying and comparing the different teaching designs in the Vocational Skills Competition for Students in Normal Universities in Shandong Province and the Toshiba Cup Teaching Skills Innovation Competition for Science Normal Students in China Normal University,the researcher realized that the mathematics learning effect of students may not reach the teaching design intention of mathematics teachers.In order to investigate the teaching design intention of mathematics teachers and students' mathematics learning effect,explore the reasons for the gap between them,and try to minimize this gap,this study has carried out the following work:1.Consult the data and find the perspective of task design which is helpful to solve the research problems,and then combed its development process to extract favorable views.2.Review the related researches on mathematics teaching design in recent years,and analyze the advantages and disadvantages to provide reference for solving the research problems.3.Design a questionnaire about students' mathematics learning effect and an interview outline about the current situation of mathematics teachers' teaching design,and make quantitative and qualitative analysis with the help of SPSS 24.0 and Nvivo11.By analyzing the factual basis obtained from quantitative and qualitative researches,the researcher not only found that there is a correlation between the dimensions that measure students' views on mathematics instructional design and students' mathematics learning effect,but also found that mathematics teachers' selection and organization of teaching contents,teaching strategies and teaching methods in teaching design have a significant positive predictive effect on students' mathematics learning effect.And this research also concluded that mathematics teachers have weak instructional design consciousness,strong dependence on existing instructional design,limited reflection on instructional design,and pay too much attention to the form and method of instructional design.Based on the above,supported by the related theories of task design,an analytical framework of mathematics teaching design from the perspective of task design is formed,and the framework is explained by being applied to "the nature of isosceles triangle".That is to say,mathematics tasks and mathematics task sequences are designed from mathematics content and mathematics teaching elements:1.Mathematical content analysis.Mainly answer the following four questions: "What is it?" "How to get it?" "What is it related to?" "What's its use?"2.Analysis of teaching elements.Mainly focus on common misconceptions,common difficulties in students' content,the sorting of mathematics tasks and task sequences,asking questions,whether to provide scaffolding that helps students to complete tasks as well as how and when to provide scaffolding,tools,and appropriate mathematics teaching languages which can help students achieve learning effect.