A Study On The Current Situation For The Design Of Classroom Exercises In Primary School Mathematics "Graphing And Geometry"

The Mathematics Curriculum Standards for Compulsory Education(2022 Edition)has put forward new requirements for the mathematics curriculum,guiding the continuous improvement of mathematics teaching in primary schools.The new standards also apply to the design of exercises in the primary school classroom.In the teaching of classroom exercises in the area of ’shapes and geometry’ in the second year of primary school mathematics,the cognitive characteristics of students in the second year and the complexity of the materials require teachers to pay more attention to the design of classroom exercises.How to strengthen the design of traditional classroom exercises in the new curriculum reform,and how to make students acquire knowledge and have fun during the classroom exercises of "Graphs and Geometry",are questions that every researcher and frontline teacher should consider together.After reading the relevant literature to form a certain theoretical basis,we investigated the current situation of the design of classroom exercises of "Graphs and Geometry" in the second year of primary school mathematics by means of interviews,questionnaires and case studies.Based on the collation and analysis of the survey results,we found that the following problems exist in the design of classroom exercises for the second year of primary school mathematics:teachers do not know enough about the design of classroom exercises,teachers have a single form of developing and using classroom exercise resources,teachers have difficulties in controlling the design and implementation time of classroom exercises,the form of classroom exercises is monotonous and boring,and the design of classroom exercises is difficult to control.The problems include:teachers’lack of awareness of classroom exercise design,teachers’ difficulty in controlling the time of classroom exercise design and implementation,the monotonous and boring form of classroom exercise design,the lack of attention to students’ emotions and attitudes in the process of classroom exercise design and implementation,and the focus on the results rather than the process in classroom exercise design.Through an in-depth analysis of the problems,this study concluded that the reasons for the ineffective design and implementation of classroom exercises in Mathematics in Key Stage 2 "Graphs and Geometry" can be attributed to teachers’ lack of ability to design classroom exercises and their failure to establish a correct "view of classroom exercises".The reasons for the ineffectiveness of the design and implementation of classroom exercises can be attributed to:teachers’ inability to design classroom exercises and their failure to develop a correct’view of classroom exercises’;teachers’ lack of research skills;their lack of practical experience and design skills;their focus on the classroom exercises themselves to the exclusion of other external factors;teachers’ deep-rooted influence of teaching to the test;and class sizes that are excessive.In conclusion,the theoretical foundations and reflections on the problems are combined to propose strategies for improvement:to carry out teaching and research activities,to strive to be reflective and innovative teachers,to make creative use of teaching aids to improve the richness and diversity of exercises,to present classroom exercises in a variety of forms,to pay attention to students’individual characteristics,and to attach importance to exercise guidance sessions to meet students’emotional needs.It is hoped that these improvements will be of value to the majority of front-line teachers and to themselves as they move into the workplace.