Improving Immediate Evaluation in Elementary School Mathematics Classrooms: A Case Study in Tangshan City

This paper aims to investigate the current status of immediate evaluation in elementary school mathematics classrooms, using 'A Primary School' in Lubei District, Tangshan City as a case study. The research used questionnaires and teaching observation methods to survey and observe elementary school mathematics teachers in the region. The study found that there are certain problems with immediate evaluation in elementary school mathematics classrooms in Lubei District, Tangshan City, including a single evaluation method, insufficient evaluation content, and inaccurate evaluation results. At the same time, there are also certain limitations in teachers' understanding and application of immediate evaluation. Based on these issues, this paper proposes suggestions for improving immediate evaluation in elementary school mathematics classrooms, including diversified evaluation methods, comprehensive evaluation content, and improving teachers' evaluation abilities. These suggestions are expected to improve the quality and effectiveness of immediate evaluation in elementary school mathematics classrooms and provide reference for the development of elementary school mathematics education.