Investigation And Research On The Teaching Ability Of Primary School Teachers' Mathematical Thinking Methods

The mathematics curriculum standard of compulsory education further expands the mathematics training target,not only emphasizes the mastery of basic knowledge and basic skills,but also brings mathematical thinking and problem solving into the target system,which highlights the important role of mathematics teaching in the cultivation of students' thinking.In order to better achieve the higher level goals of mathematics teaching,it is of great significance to investigate the teaching ability of mathematics teachers from the perspective of mathematical thinking and methods.In order to make the results more scientific,based on Piaget's theory of children's cognitive development stage and Schulman's PCK theory,the questionnaire and interview outline of "Current Situation of Primary School Teachers' Mathematical Thinking and Method Teaching Ability" were designed with the help of these theories.Through the analysis and summary of the survey results,the following conclusions are drawn :(1)The mathematics teaching ability of primary school teachers has been improved,but the understanding of mathematics thought and method teaching is not comprehensive enough,and the implementation ability needs to be improved.(2)There is not enough pertinence in the design and implementation of the teaching plan that permeates the content of mathematical thoughts and methods,so that teachers' mathematical teaching ability cannot be improved.(3)The teaching evaluation method is single.According to the results of the survey,the following suggestions are put forward :(1)to improve teachers' theoretical literacy of mathematical thinking and methods,and to control the overall context of mathematical knowledge under the guidance of mathematical thinking and methods.(2)Use theory to guide practice to grasp the opportunity of practice,constantly reflect on their own teaching process,and improve the practical ability of mathematical thinking and method teaching.(3)Change the single teaching evaluation mode,adopt the individualized development evaluation means.