Research On The Teaching Practice Of Elementary School Mathematics Graphics And Geometry Based On Smart Classroom

The newly issued "Mathematics Curriculum Standards for Compulsory Education(2022 Edition)" in 2022 clarifies the "Graphics and Geometry" module in primary school mathematics and emphasizes its important role in cultivating students’ spatial concepts and geometric intuition.However,abstract and dry graphics and geometric knowledge are difficult and tedious for fifth grade students to learn,resulting in weaker spatial concepts and geometric intuition abilities.The continuous development of digital technology provides effective support for teaching graphics and geometry knowledge.The smart classroom built on the basis of digital technology,with its intelligent environment and strong interactivity,provides learners with a contextualized learning experience,promoting their understanding and mastery of graphic and geometric knowledge,and enhancing spatial concepts and geometric intuition,providing potential possibilities.This study focuses on the assistance of smart classrooms in teaching mathematical graphics and geometry,and constructs a teaching activity framework for elementary school mathematical graphics and geometry based on smart classrooms.Based on this framework,a teaching activity case for elementary school mathematical graphics and geometry based on smart classrooms is designed,and 99 fifth grade students in Yinchuan City are selected as the research subjects,conduct quasi experimental research to verify the teaching practice effectiveness of the application of the teaching activity framework of elementary school mathematics graphics and geometry based on smart classrooms.To achieve this goal,the following work was carried out in this study: firstly,relevant research on smart classrooms was reviewed through literature research,and the current teaching support functions for graphics and geometry in smart classroom environments were summarized,including six functional dimensions: diversified content presentation,deep classroom interaction,resource acquisition and management,dynamic learning data analysis,dynamic accompanying evaluation,and subject specific functions,lay the groundwork for the design of subsequent teaching activities.Secondly,under the guidance of constructivist learning theory,connectionist learning theory,and activity theory,combined with relevant research on existing teaching activity frameworks,based on teaching activity design principles,analyzing teaching activity elements,a teaching activity framework based on smart classroom graphics and geometry has been formed.Detailed teaching activity cases are designed according to the teaching activity framework and specific teaching content.Finally,through the quasi experimental research method,teaching activities on graphics and geometry based on smart classrooms were carried out in fifth grade.By collecting and processing pre and post experimental data and questionnaire interview data,the effectiveness of teaching activities on graphics and geometry based on smart classrooms was analyzed.The experimental results indicate that the teaching activities of graphics and geometry based on smart classrooms have improved the spatial concept level and geometric intuition ability of primary school students.At the same time,the teaching activities of graphics and geometry based on smart classrooms have effectively improved students’ attitudes towards mathematics learning,and students have a good acceptance of the teaching activities of graphics and geometry based on smart classrooms.The research conclusion provides valuable empirical evidence for schools to use smart classrooms for mathematics teaching.