A Case Study On The Image Representation To The Elementary School Mathematics Concepts

Mathematics concept teaching is the foundation of elementary school mathematics teaching,and guiding students to understand the concept is an important content of elementary school mathematics teaching.In addition,Compulsory Education Mathematics Curriculum Standards(2022 edition)mentioned that abstract mathematical knowledge should be visualized to promote students’ understanding of mathematical concepts.The image representation has the characteristics of visual image,which can transform abstract concepts into visual situations,and promote the teaching of mathematical concepts while realizing the new curriculum standards.Based on the requirements of new curriculum standards,the importance of mathematics concept teaching and the fact that image representation can help students understand the characteristics of mathematics concept,we can find the feasibility of combining image representation with mathematics concept teaching in primary school,but how to apply image representation in mathematics concept teaching in primary school is still unknown.Therefore,this study aims to solve the question "How does image representation apply to elementary school mathematics concept teaching?" This core issue includes the following three sub-issues:1.What is the specific status of image representation applied by primary school mathematics teachers in concept teaching?2.What principles should be followed in the application of image representation in the teaching design of mathematics concepts in primary schools?3.What is the strategy of applying image representation to elementary school mathematics concept teaching?In order to solve the above problems,this study first adopted the questionnaire survey method,and selected 70 teachers from grade 1 to Grade 6 in three primary schools of different levels in W District of K City as the survey objects,to investigate the status quo of the application of image representation in primary school mathematics concept teaching.Secondly,based on the analysis of theoretical basis and investigation status,the principle of applying image representation to elementary school mathematics concept teaching is obtained.Thirdly,with the concept of "understanding of scores" as the object of analysis,according to the content analysis and teaching principle of "knowledge of scores",five excellent cases are selected from "one teacher,one excellent course,one lesson,one teacher",and analyzed by classroom observation method and case analysis method.Finally,the strategy of applying image representation to elementary school mathematics concept teaching is explored.The following conclusions were obtained:1.Primary school mathematics teachers recognize the application of image representation in concept teaching,but their cognition of image representation is piecemeal;The application form is simple,and some teachers even do not consider the application of image representation in the process of concept teaching.Application of the biggest resistance to the teacher’s own lack of correct cognition.2.The application of image representation in primary school mathematics concept teaching should follow the principle of unity,synchronization and relevance.3.The application of image representation in primary school mathematics concept teaching should follow the following strategies: make image representation cognitive scientific and implement it into concept teaching application;The content of image representation is to promote the understanding of concept essence.The process of image representation emphasizes students’ subjectivity;Image representation is diversified,laying the foundation for mathematical concept learning.