Research On Teaching Strategies To Develop Elementary Students’ Spatial Concepts In Mathematics With Embodied Cognition

With the promulgation of the Compulsory Mathematics Curriculum Standards(2022Edition),attention has been paid to spatial concepts in mathematics as an important core literacy.The elementary school level is the critical period and initiation period when mathematical spatial concepts begin to be constructed.And the teaching of mathematical spatial concepts still suffers from the real dilemma of disembodiment.At present,there is an urgent need in academia to re-engage the body in the cognitive process.Therefore,the development of embodied cognition and mathematical spatial concepts share the same intention for capacity cultivation.It can be seen that it is of certain value to help elementary school students develop mathematical spatial concepts from the perspective of embodied cognition.Based on these considerations,this study uses literature,questionnaires,and case studies based on embodied cognition theory to address a core issue: how to construct systematic embodied teaching strategies as a way to improve the weaknesses of teaching spatial concepts in elementary school mathematics.The development of spatial concepts in elementary school mathematics has the ultimate goal of promoting students’ learning to observe the real world through the eyes of mathematics.The theory of embodied cognition is intrinsically and logically related to the development of spatial concepts in mathematics in the three aspects of knowledge,teaching and learning,and embodied cognition and spatial concepts in mathematics have an intimate nature.Thus,embodied cognition gives a new form and meaning to the teaching of spatial concepts in elementary school mathematics.Under embodied cognition,the pedagogical understanding of spatial concepts in elementary school advocates the metaphorical mapping of the body,the pedagogical design respects the bodily experience of the cognitive subject of spatial concepts in mathematics,and the pedagogical process focuses on the embodied teaching process.Embodied technology.Based on this,the new teaching process of spatial concepts in elementary school mathematics under embodied cognition should be: observation activities,physical operations,demonstration and generalization,training and imagination.The teaching methods should focus on creating embodied situations,combining physical and verbal teaching,and integrating mind and body.However,the data collected in this study were analyzed using SPSS based on the self-designed questionnaire and test questions,and the results showed that the higher the grade level of primary school students,the better the development of mathematical spatial concepts,and the development of mathematical spatial concepts of students in all grades was one-sided.The reality of teaching mathematical spatial concepts in elementary school seems to be in such a "disembodied" dilemma: the teaching of mathematical spatial concepts ignores students’ subject experience;the teaching content of mathematical spatial concepts is disconnected from real life;students’ bodies do not participate in the teaching process of mathematical spatial concept;teachers’ quality of mathematical spatial concepts needs to be improved;the situation creation of teaching for the development of mathematical space concept is ill-considered.Based on this,the teaching of spatial concept development in elementary school mathematics under embodied cognition should move from disembodied to embodied.This study combines specific cases to construct teaching strategies of spatial concept in elementary school mathematics under embodied cognition with the content of "nine transformations".First of all,the teaching of spatial concepts of mathematics under embodied cognition should "change" and abandon the concept of disembodied teaching.Specifically,first,establishing the cognitive concept of mind-body integration.Second,focusing on subjective experience of the body.Third,improving the teachers’ physical literacy and ability in teaching through lively activities.Secondly,the teaching of spatial concepts in mathematics with bodily cognition should be "adaptable" and strengthen the dynamic interaction between teaching elements.Specifically,on the one hand,attaching importance to the interaction of life-oriented knowledge;on the other hand,strengthening the emotional interaction between teachers and students.Again,the teaching of spatial concepts in mathematics with body cognition should be "transformed" and the teaching and evaluation of body thinking should be advocated.Specifically,firstly,attaching importance to the teaching method which regards the body as a teaching tool.Secondly,encouraging physical participation in teaching evaluation.Finally,the teaching of mathematical spatial concepts with bodily cognition should be "changed" to build an embodied teaching environment.Specifically,first,creating physical and mental liberalization teaching situations.Secondly,extending the embodied environment for body learning.In summary,this study draws on the theoretical resources of embodied cognition and focuses on the perspective of teaching the mathematical spatial concepts in elementary school,in order to construct embodied cognition-oriented strategies for teaching mathematical spatial concepts in elementary school.It is expected that the study will have a positive effect for teachers to promote the development of students’ mathematical spatial concepts.