A Case Study On The Characteristics Of Middle School Mathematics Teaching In Smart Classrooms

The vigorous development of information technology pushes education towards a new journey of modernization.In this context,the smart learning environment has brought new vitality and possibilities for mathematics classroom teaching.Front-line mathematics teachers are in full swing to explore various kinds of mathematics teaching in smart classrooms.So,what are the characteristics of middle school mathematics teaching in smart classrooms in China? To go deep into this key question,this study will investigate the following three questions:(1)What are the characteristics of the teaching behaviors in middle school mathematics teaching in smart classrooms?(2)What are the characteristics of the use of technology in middle school mathematics teaching in smart classrooms?(3)What are the characteristics of the pedagogical structure sequence in middle school mathematics teaching in smart classrooms?To address the above research questions,this study refers to the existing research and revises the teaching behavior coding list and technology function coding list of middle school mathematics teaching in smart classrooms.The classroom observation and content analysis methods are used to analyze the characteristics of teaching behaviors and the use of technology in six middle school mathematics smart classrooms.Meanwhile,Sequencing Pedagogical Structure framework is used to analyze the characteristics of two representative cases’ pedagogical structure sequence.The conclusions are as follows.(1)Teaching behaviors: middle school mathematics teaching is mostly teacher-led in smart classrooms,with teacher explanation and student doing exercise still being the main behaviors;students’ subjectivity is valued in middle school mathematics smart classrooms,and students have more opportunities for demonstration and cooperative learning;with technological support,middle school mathematics smart classrooms are rich in types of activities that facilitate students’ mutual learning and understanding.(2)Use of technology: the use of technology in the middle school mathematics smart classrooms is mainly the "content presentation" function,which emphasizes the demonstration of students’ thinking process;the "interactive communication" function is used proficiently,mainly for assisting teachers to understand the learning situation and adjust teaching,with limited data application types;"push and display-upload and display-data statistics-edit and write" is the main technology use sequence in the practice session;technology functions mainly support teachers’ behaviors,and students have fewer opportunities to apply them in mathematics learning activities.(3)Pedagogical structure sequence: teaching is not limited in class,and out of class is mainly low-structured teaching;a single pedagogical structure is seldom used in middle school mathematics smart classrooms,and both high and low structured teaching are usually used;as a whole,the middle school mathematics teaching in smart classrooms shows the low-high structure,and the time sequence characteristics are different.Ultimately,based on the above conclusions,several suggestions are put forward for the practice of mathematics teaching in smart classrooms in China:(1)focus on students’ participation in class;(2)dig deeper into the value of technology;(3)design the mathematics teaching in smart classrooms with low-high teaching structure,which emphasizes both high and low structured teaching.