Action Research On Teaching Mathematics Games In Primary Schools

With the deepening of educational reform,the education industry pays more and more attention to the cultivation of students’ mathematical literacy and mathematical interest.Mathematics,as a subject with strict logic and highly abstract,its "innate" difficulty makes many primary school students stop.How to improve the effectiveness of mathematics teaching and learning has attracted the attention of all walks of life,especially the educational circle.In order to improve the interest of mathematics teaching,reduce students ’fear of difficulties in learning,and stimulate students’ learning initiative,more and more teachers begin to turn their eyes to interactive,interesting and innovative game teaching.Through the existing literature,the author found that with the game teaching elementary school mathematics classroom,although most teachers positive mathematics game teaching,but there are still some problems in practical application,some teachers said in the game in the process of combining and teaching,usually appear "1 + 1 <2",application effect is not satisfactory.Therefore,to explore the problems existing in game teaching,to explore the solution strategies through action research and to improve the application effect of game teaching is the goal of this study.The use of classroom observation methods,interview methods,and action research methods.This paper is divided into five parts.Firstly,the author addresses the issues addressed in this paper,compares the relevant literature at home and abroad and defines the concepts of "games","mathematical games" and "game teaching".In order to investigate the problems of teaching games in the classroom,the author used the interview method and classroom observation method to conduct a field survey of teachers and mathematics classrooms in different grades and to develop an action research plan based on the results of the field survey.Secondly,two rounds of action research were carried out on the basis of adequate preparation.In this study,two classes with similar performance in Year 4 were selected as the subjects of investigation,and when each round of action research was completed,the author promptly conducted post-class interviews with the students and analysed and reflected on the classroom observation forms,the instructor’s comments and the test paper results,and constantly revised the application strategies for teaching the games.Finally,the paper presents a comparative analysis of the classroom observation forms,test paper scores and post-school interviews of students from the two rounds of action research.The final findings of the study show that students’ classroom learning was enhanced,their test paper scores were improved and students’ subjective feelings were improved,verifying that the application of game teaching was enhanced.At the same time,the author makes teaching suggestions in terms of both game design and teacher skills to provide practical and effective empirical references for improving the application of game teaching.