Strategies and Challenges of Game-based Teaching in Geometry for Junior High School Mathematics Classrooms

College of Primary Education, Capital Normal University, Beijing, China

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Abstract

This article focuses on the teaching of geometry in junior high school mathematics classrooms, aiming to address the issue that students find it difficult to actively participate in traditional geometry teaching and thoroughly understand the knowledge. Firstly, based on the advocacy of gamified teaching in the “Compulsory Education Mathematics Curriculum Standards (2022 Edition)” and a review of domestic and international research, this paper summarizes the current research and development status of gamification in geometry teaching. The review finds that current research lacks systematic integration of geometric gamification strategies. Then, the core issues are analyzed, with the main problems focusing on the insufficient compatibility between games and knowledge points, the predicament of classroom management, and the lack of gamified teaching literacy among teachers. Based on the above problems, optimization countermeasures are proposed, namely, constructing a teaching design that precisely matches “knowledge points - games”, optimizing the classroom organization model of hierarchical division of labor, and establishing a systematic teacher training system to form a systematic strategy, providing strategic support and teacher cultivation paths for the game-based teaching of junior high school geometry.