The Teacber’s Perspective About The Difficult Topice In The Field Of The "Space And Figure" In Mathematics Curriculum In Primary School

As one of the most important disciplines in the basic education,primary Mathematicshas an important role in both other disciplines and student’s future learning to studymathematics knowledge. As pointed out in the nine-year compulsory education mathematicscurriculum standards: the stage of compulsory education curriculum, the basic starting pointis to promote students to gain a comprehensive, sustained and harmonious development. Itmust not only consider the mathematical characteristics, but also follow the students’ thepsychology of mathematicsthe law." Since elementary school mathematics follow students’psychological laws of mathematics,analyzing difficult problems in elementary schoolmathematics is in order to explore how certain knowledge or ideas present better to meet thestudents’ cognitive needs and recognize the law, so as to promote to achieve the goals ofmathematics curriculum.Therefore, the key choice of this article is about primary schoolmathematics teachers to analyze problems in the "Space and Shape" in the field of elementaryschool mathematics. It analyze and summarize the primary school mathematics teachers’views on these issues to explore a more effective teaching strategies on such issues.In thisstudy, including:Choosing the object of study.This study selected three elementary schools’ classroomteachers as a means of six typical problems of the case, selected the "space, and graphics" inthe field as a research tool, and used questionnaires and interviews to collect information.Presenting the interviews.This part chose of the typical problems of elementary schoolmathematics teachers’ views about the typical problems within the field of "Space and Shape "by interviews and analysis, including the pitfalls of the teachers’ own doubts, students’common faults and more effective teaching strategies.Analyzing primary mathematics "Space and Shape" field problems.On the basis of theanalysis of teacher interviews, this part analyzed the elementary school mathematics problemsin the field of nature and reason.The main types of difficult issues include:1, in two sets, thecross-relations issues;2, that requires students to operational problems;3, too abstractmathematical concepts;4, knowledge that is difficult to find truelife experiences;5, morevulnerable to the issue of visual impacts.The main reasons include the following:1, theconstraints of teachers’ professional knowledge structure；2, teachers improperimplementation of strategy;3, the constraints of development of students’ thinking mode;4.students’ existing knowledge of interference;5, existing interference of students’ experienceof life;6, constraints of teaching materials;7, constraints of difficulty of knowledge.On the basis of analyzing the causes of problems resulting in the field, this studyexplores the difficult problem-solving strategies in the field of elementary school mathematics "Space and Shape":1, improving the teachers’ own knowledge of the structure and content;2,visualization strategies;3, taking full advantage of students’ life experiences;4, trainingstudents to analyze the inductive way of thinking;5, focusing on allowing students hands-onoperation;6, achieving integration and breakthrough of materials;7, starting from the concept,characteristics and overcoming difficulties.