Research On Deep Learning And Teaching Strategies Of Mathematics Concepts In Senior Primary School Student

Mathematical concepts for mathematical learning are like human cells sustaining the existence of a living organism,which is both the basis for students’ learning mathematical knowledge and an effective prerequisite for promoting the development of their thinking.Currently,in primary and secondary school classrooms,there are a large number of students who are false learners and shallow learners.In contrast,deep learning is relative to shallow learning,a way of learning in which learners’ cognition,emotion and thinking are highly ingested.With the development of society and the enhancement of the required human capacity,countries have put forward higher requirements in the cultivation goals of education.China also proposed core literacies for student development in 2014,and the key to the implementation of these literacies lies in the ability of students to engage in deep learning.Therefore,applying the concept of deep learning to the teaching of mathematical concepts and guiding students from shallow learning to deep learning is not only beneficial to students’ understanding,mastery and application of mathematical concepts,but also enhances the development of higher-order thinking skills such as problem-solving ability,critical thinking and innovative thinking.So,how do current upper elementary students perform in deep learning of mathematical concepts?What are the problems? What are the causes? How can they be effectively addressed? These are the questions that this study seeks to investigate,analyze,reflect on,and explore.In this study,on the basis of a systematic review and interpretation of mathematical concepts,deep learning,and literature and books related to deep learning of mathematical concepts,450 senior students and 6 mathematics teachers in 3 elementary school in M city were investigated by using questionnaires,classroom observations,and interviews.The survey found that students’ deep learning of mathematical concepts showed weak intrinsic motivation;low self-construction ability;poor understanding of concept essence;weak transfer application ability;poor critical questioning ability and lack of initiative in summarizing and reflecting.Through classroom observations and interviews,this study explored the reasons and proposed corresponding teaching strategies in four aspects: teachers’ formulation of teaching objectives,organization of teaching contents,improvement of teaching process and teaching evaluation.In addition,teachers should improve the formation of mathematical concepts by(1)setting up problem situations to stimulate students’ internal motivation(2)combining positive and negative examples to guide students to understand the essence of concepts(3)using variation to promote students’ transfer and application(4)penetrating mathematical thinking to strengthen students’ literacy enhancement(5)making good use of thinking assistants to encourage students to summarize and reflect;finally,teachers should use diverse assessment methods to inlay teaching evaluation into the teaching process.By implementing appropriate teaching strategies,students are guided to move from superficial to deep learning in mathematical concept learning.In the process of understanding,mastering and applying mathematical concepts,students develop the required literacy and competence.