Research On The Teaching Strategies Of The Areas Of Graphics And Geometry In Primary School Mathematics Classrooms From The Perspective Of Multivariate Representation

The Compulsory Education Mathematics Curriculum Standards(2022 Edition)clearly proposes teaching tips for the areas of graphics and geometry in primary school mathematics classroom,including combining actual situations,using dynamic demonstrations,relying on specific operations,and language descriptions.The relevant content provides clear target directions and specific requirements for the diversification of teaching representation methods for teachers in primary school mathematics geometry knowledge teaching.Multiple representations emphasize that teachers can flexibly choose,organize,and integrate language representations,situational representations,graphical representations,physical manipulation representations,and demonstration manipulation representations to present the same learning object,with powerful cognitive functions.According to the theory of multiple representations in mathematics,teachers can appropriately use various teaching representations to present geometric knowledge.This not only reveals the connotation of knowledge from multiple perspectives,comprehensively,and concretely,making mathematics learning more interesting and attractive,but also helps students connect and transform various representation methods unconsciously,expanding and deepening students’ understanding and absorption of geometric knowledge.This article takes 314 primary school mathematics teachers from Chongqing and Chengdu as the research subjects,mainly using questionnaire and interview methods to collect research data and information,and analyzes the implementation status of the areas of graphics and geometry teaching strategy in primary school mathematics classrooms.The results show that teachers have accumulated many valuable experiences in teaching,such as actively designing various representation methods to present geometric knowledge,emphasizing the creation of scenarios to organize students to explore geometric knowledge,guiding students to draw and construct geometric problem models,utilizing modern technology to dynamically present geometric transformation,and realizing the importance of students’ mathematical language expression.However,through in-depth analysis of survey data,some existing problems in geometry knowledge teaching strategies were found,for instance,teachers superficially organize students to operate models to explore geometric knowledge,teachers rarely give students the opportunity to express geometric knowledge in mathematical language,teachers fail to reasonably organize diversified geometric knowledge representation methods,and teachers simply evaluate students’ learning performance of geometric knowledge.After comprehensive analysis of questionnaire data and interview materials,it is found that the main reasons for the problems are as follows: limited classroom operational resources leading to students’ lack of in-depth exploration of operations,teachers’ emphasis on students’ mathematical language expression for implementation of actions,teachers are influenced by the presentation of geometry knowledge in teaching materials,they lack of wit to evaluate students’ geometry knowledge in multiple ways,and lack of scientific and objective understanding of students’ geometry thinking level..In view of this,this article follows the requirements of the Mathematics Curriculum Standards for Compulsory Education(2022)for the teaching of "Figure and Geometry",conforms to characteristics of students’ cognitive development and the need of mathematics learning,fully highlights the correlation between multiple representations and the teaching strategy of "Figure and Geometry",and puts forward the optimization path of teaching strategy of the area of graphics and geometry in primary school mathematics classroom based on the theory of multiple representations and teachers’ experience.They are optimizing operation representation to help students explore the essence of geometry knowledge,strengthening students’ language representations to deeply understand the core of geometry knowledge,activating multiple representations to activate students’ growth in geometry knowledge,and evaluating students’ geometry knowledge learning according to the guidance of multiple representations.