| In recent years,picture books of mathematics,as a new curriculum resource,have been introduced by front-line teachers into mathematics classroom of lower grades.Picture books combine abundant illustrations with concise and interesting features,thus enabling students to learn mathematics in a vivid story context and improving students’ learning motivation.Meanwhile,it enhances the learning effect of mathematical concepts and promotes the development of students’ mathematical cognitive ability.The thesis is organized to design a better intervention program for Mathematics picture books teaching and promote the cognitive development of students in elementary school.Firstly,a questionnaire is used to investigate the current situation of Mathematics picture books teaching in terms of teachers’ perceptions,preparation for teaching,implementation,as well as reflection and evaluation and analyze the existing problems.Besides,the author specially designs teaching program according to the problems in the investigation and conducts a quasi-experimental study in the second grade to probe into effects of effective picture books of mathematics on students’ cognitive development.The experimental model is based on a pretest-posttest quasi-experimental design with unequal experimental control groups.A total of 81 second-year students in primary school in County G are used as the subjects of the study,among whom students in the experimental class are given12 sessions of pictures books training for 12 weeks,while students in the control class aren’t given any experimental treatment.The students in both groups are measured by using the Chinese Basic Mathematics Ability Test,the Picture Book and Number Concept Development Test before and after the experiment,and effects of the intervention on the cognitive development of mathematics are analyzed.In Study Ⅰ,the results of a questionnaire survey suggests that in Mathematics picture books teaching,teachers value students’ subjectivity and the role of picture books teaching in enhancing students’ interest in learning.However,several shortcomings still exist: teachers master partial knowledge about mathematics picture books teaching with low enthusiasm for picture book teaching;the selection of picture books is quite arbitrary without adequacy of front-end analysis of picture books teaching;picture book resources do not fully match the teaching content,leading to insufficient picture books to choose from;teachers from elementary school lack a sense of innovation and have narrow goals in picture books teaching;teaching evaluation tends to be simple and not timely.In study Ⅱ,the quasi-experimental study of mathematics picture book instruction finds that(1)There is no significant difference between the two groups in their mathematical cognitive abilities(evaluated by Chinese primary school students’ basic mathematical abilities and PICO scores)at the pretest level;(2)By utilizing the independent sample T test,the analysis of the posttest--pretest average score difference between the experimental and comparison classes shows that the students in the two classes present significant differences in the mathematical cognitive ability score covering mathematical operations,logical thinking and visual-spatial,PICO measurement.The result indicates that elementary mathematics picture books instruction intervention has remarkable effects,significantly improving the mathematical cognitive abilities of the lower-grade elementary students;(3)Gender differences in mathematical cognition are not significant after the intervention of Mathematics picture books teaching.The findings reveal that instruction through mathematics picture books can promote the development of students’ mathematical cognitive abilities for the reason that the design of picture-book instruction and the construction of instructional contexts are important factors affecting the effectiveness of mathematics picture book teaching. |
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