Abstract
This research focused on the current state of primary school mathematics teachers’ understanding of students’ learning situations, and adopted open-ended structure questionnaire. A total of 35 primary school mathematics teachers from five cities of Shandong Province participated in this survey. This research adopted the face-to-face way to collect information. The results indicated: 1) The number of students which most primary school mathematics teachers looked for to understand learning situations was generally not more than 10 people (85.7%); 2) The type of students which most primary school mathematics teachers looked for to understand learning situations was mainly backward students (97.1%); 3) The content that most primary school mathematics teachers understood from students was their mastery of knowledge (82.9%); 4) The main way of understanding was direct inquiry (83.7%). So the primary school mathematics teachers’ work of understanding students’ learning situations was obviously too simple and incomplete, this perhaps was the fundamental reason that caused some present primary school mathematics teaching difficulties.
Highlights
Modern primary school mathematics education paid special attention on student-oriented teaching [1]-[3]
How did the current primary school mathematics teachers understand students’ mathematics learning situations? Did some deficiencies exist in the situations? What needed to be further increased or improved? Reviewing the current researches about this problem, there were no clear answers
From previous data we could know that the majority of teachers used to inquire the backward and middle students when they understood the students’ learning situations currently, minority of teachers cared about the outstanding students, especially after lesson
Summary
Modern primary school mathematics education paid special attention on student-oriented teaching [1]-[3]. (2016) Empirical Research on Primary School Mathematics Teachers’ Understanding the Situations of Students’ Learning in Extra-Curricular Time. There were many researches on how to understand students’ learning situations, such as the work of Gao zilin, Gao sunzhu, Zhou yulan and Chen qiong [7]-[10]. What was the real state about understanding students’ mathematics learning situations in primary school? How did the current primary school mathematics teachers understand students’ mathematics learning situations? To know the state of primary school mathematics teachers’ understanding students’ learning situations in extra-curricular time completely and in depth, we adopted an open-ended structure questionnaire on the base of relevant literature and questionnaires. Our questionnaire contained five questions and mainly was related to the various ways of current primary school mathematics teachers to understand students’ learning situation in extra-curricular time
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