A Case Study On The Teaching Strategies Of Mathematics Concepts For Novice Primary School Teachers Based On APOS Theory

Mathematical concept is the reflection in people's mind of the essential attributes of quantitative relations and spatial forms in the objective world.The Mathematics Curriculum Standards for Compulsory Education(2011 Edition)divides the curriculum content into four fields:number and algebra,figure and geometry,statistics and probability,and synthesis and practice.And the number of the understanding,the understanding of graphics and other parts of the focus is the concept of learning,the concept of learning is the basis of students to learn mathematics,as the cornerstone of mathematics teaching content,has a very important position in primary school mathematics teaching.Mathematics concept teaching has a very clear purpose to help students master the mathematics concept,on this basis to establish the relationship between concepts,skilled application of concepts.In primary school mathematics teaching,ratio is closely related to concepts such as division and fraction,and lays a foundation for the study of positive and negative proportion.It is a very important concept and the focus and difficulty of teaching.APOS theory was first proposed by American scholar John Dubinsky and others in the 1980 s.The process of concept learning is a process in which students construct concepts independently,emphasizing students' subjectivity,which is in line with the requirements of the new curriculum concept.In this paper,APOS theory is used as an evaluation tool to help analyze the problems existing in teachers' concept teaching strategies.Through sorting out and analyzing the existing research,the author finds that the existing research focuses on concept teaching design,and the research on primary school mathematics concepts is still in its infancy.Moreover,there are few studies on the teaching strategies of mathematics concepts for novice teachers in primary schools,and there is a lack of research on comparative concept teaching.So the author will "concept teaching strategy problem" as the theme of this study,on the basis of APOS theory,the curriculum(2011 edition)and existing research achievements to build general mode of elementary school mathematics concept teaching strategy,investigate the novice teachers understand the elementary school higher grades than concept teaching strategy of the implementation of the status quo,analysis of the novice teachers than the existing problems and causes in the concept teaching strategy.This study,a primary school grade 6 in yanji a class of mathematics teachers and students as the research object,a preliminary understanding of teachers' current than the concept teaching strategy,combined with the unit test,classroom observation and analysis the effect of teachers' teaching strategies,and found that teachers in implementing problems in mathematical concept teaching strategy,through class methods such as observation,interview,test between teachers and students to understand the cause of the problem.Through the analysis of the research results,the following conclusions are drawn in this study:(1)The overall effect of the implementation of concept teaching strategies by novice teachers is not so good,and teachers attach importance to students' concept application ability in the training process;(2)The teaching strategies implemented by novice teachers are dominated by teachers and ignore the process of students' active construction of mathematical concepts;(3)Emphasis on the inductive level of concept features in the teaching process is helpful for students to reach the process stage of concept;(4)Novice teachers ignore the system connection between concepts in the implementation of concept teaching strategies.Based on the above conclusions,the recommendations are as follows:(1)Teachers should take students as the main body and play a guiding role in concept teaching;(2)Emphasis should be placed on the process of students' active construction of mathematical concepts and play a guiding role in concept teaching;(3)Help students to establish the relationship between concepts by using concept frame diagrams;(4)Deep understanding of mathematical concepts,improve their professional quality.