An Empirical Study On The Influence Of Integrated Visual Learning Technology On The Teaching Ability Of Mathematics Teachers From The Perspective Of Collaborative Design

In the era of "Internet + education",mathematics teachers’ teaching needs to integrate new ideas and new technologies,which puts forward new requirements for mathematics teachers’ teaching ability.With its unique visual representation,visual learning technology can help teachers and students to understand mathematical knowledge to form a better cognitive effect,and play an important role in promoting the transformation of teachers’ teaching concepts and teaching methods.However,in the absence of professional theoretical guidance,it is difficult for mathematics teachers to integrate visual learning technology into mathematics teaching,so it is difficult to achieve the purpose of teaching innovation.In response to this practical problem,this study attempts to adopt a "teacher-researcher" collaborative design approach to help mathematics teachers integrate visual learning technology in teaching.The purpose is to explore the positive impact of visual learning technology on mathematics teachers’ teaching and how to promote the effective collaboration between mathematics teachers and researchers,and help improve the teaching ability of mathematics teachers.From the perspective of collaborative design,this research studies the changes in the teaching ability of mathematics teachers in the process of integrating visual learning technology,and intends to solve the following three research questions:(1)Can the integration of visual learning technology from the perspective of collaborative design improve mathematics teachers? teaching skills? What aspects of TPACK have had an impact on math teachers?(2)In the process of collaborative design integrating visual learning technology,how does the teacher’s teaching ability change in the personal domain,practice domain,result domain and external domain through the mediating process of "reflection" and "implementation" ?(3)What factors will affect the process of mathematics teachers’ participation in collaborative design and integration of visual learning technology? How to put forward effective strategies to improve the teaching ability of mathematics teachers according to the above influencing factors?In order to explore the above research questions,this study conducted an empirical study on the impact of integrated visual learning technology based on collaborative design model on teaching ability among 8 primary school mathematics teachers.Under the guidance of the Interconnected Model for Teacher Professional Growth(IMPG)and Activity Theory,quantitative data from mathematics teacher questionnaires and qualitative data from semi-structured interviews were analyzed.The following conclusions were drawn from the analysis:First,mathematics teachers can improve their own teaching ability through collaborative design and integration of visual learning technology,that is,TPACK application ability.Among the seven dimensions of TPACK application ability,the application ability of visual learning technology(TK)for mathematics teachers,the application ability of mathematics subject knowledge(TCK)integrating visual learning technology,the application ability of pedagogical method integrating visual learning technology(TPK)and The improvement effect of mathematics teaching method application ability(TPACK)integrated with visual learning technology is more significant.At the same time,teachers’ belief in using visual learning technology and belief about the value of visual learning technology are also strengthened.Second,in the process of mathematics teachers’ participation in collaborative design and integration of visual learning technology,the teaching practice part has the greatest impact on teachers.By reflecting on real classroom problems,teachers can effectively improve their own knowledge,beliefs,and attitudes,and at the same time,teachers can see the positive effects of visual learning technology on students.On the basis of the above conclusions,this study also found that the change sequence of the teaching ability of different groups of mathematics teachers presents different characteristics.In the process of implementing teaching practice,novice teachers have a higher degree of recognition of support from external fields,while expert teachers rely more on their own teaching experience.In the process of teaching reflection,novice teachers mainly focus on their own teaching behavior and mainly reflect on "teaching of teachers",while expert teachers pay more attention to the learning effect of students and mainly reflect on "learning of students".Third,in terms of the factors that affect mathematics teachers’ participation in collaborative design and integration of visual learning technology,there are mainly three types of factors: the factors of mathematics teachers themselves,the factors of visual learning technology and the factors of collaborative design process.In terms of mathematics teachers themselves,the main influencing factors are the constraints of the educational environment and the limitations of mathematics teachers’ own abilities,including conflicts between teachers and the teaching environment,such as limited technical learning opportunities provided by schools,test-oriented education-oriented educational environment,Influencing factors such as the new requirements for mathematics teachers and the daily teaching pressure of mathematics as the "main subject" under the background of "double reduction";the contradiction between the requirements of integrating visual learning technology and teachers’ own abilities,such as teachers’ limited technical knowledge and teachers’ ability Factors such as traditional educational concepts and the limited ability of teachers to apply technology themselves;the contradiction between teachers and visual learning technology,such as the limited ability of teachers to integrate visual learning technology in teaching and the limited access of teachers to cutting-edge visual learning technology theories.In terms of visual learning technology,the main influencing factors are the appropriateness of technology and the limitation of teaching environment,including the contradiction between visual learning technology and mathematics disciplines,such as the suitability between the two;the relationship between visual learning technology and students For example,students’ acceptance of new technologies and the appropriateness of visual learning technology to students’ age;the contradiction between visual learning technology and teaching environment,such as the limitation of classroom teaching time.Finally,in the aspect of collaborative design,the relevance of the relevant theory and practical teaching mastered by researchers is also one of the important factors affecting the integrated visual learning technology.Finally,in view of the above conclusions,this study proposes strategies to improve the teaching ability of mathematics teachers.For teachers themselves,they should change their teaching concepts and promote the integration of teaching capabilities supported by their own technology.At the same time,they should be based on teaching practice and pay attention to the daily reflection of experience.For the collaborative design community,firstly,based on the collaborative relationship,establish a long-term development mechanism for teachers,and secondly It is necessary to improve the efficiency of collaboration and pay attention to the two-way interaction in the collaborative process;for the teaching environment,we must first focus on the quality of teaching,reverse the current utilitarian orientation of mathematics education,and secondly innovate the management model to create favorable conditions for the professional development of mathematics teachers.Pay attention to the needs of teachers and improve the supporting service guarantee mechanism for teacher development.