After entering the second stage of primary school, with the higher abstraction degree of mathematical concepts, part of students have difficulty in discriminating among mathematical concepts while learning. Two problems to be solved have been placed in the teaching of mathematical concepts:what can cause the students who lack the discrimination for mathematical concepts in the second stage of primary school? And what kind of strategy can solve this problem? Thinking and studying on these two problems can not only find our the targeted analysis of causes and the instruction in terms of methodology, but also further enrich the theoretical system of mathematical concept teaching.Guided by the existing theoretical literature of concept teaching, the paper applies the method of modern teaching research in the comparative analysis on the different performance of the sample group of discrimination differences from different aspects, and parts of mathematical concept learning, such as concept representation, concept application and concept network, and analyzes the causes that result in the students who lack the discrimination for mathematical concepts in the second stage of primary school. And based on the factorial study, through classroom lectures and interviews with teachers, this paper also proposes teaching strategy for solving the problem, and forms teaching theory relevant with the discrimination for mathematical concepts.There is a close relationship between lack of the discrimination for mathematical concepts and many dimensions of learners in mathematical concept learning. The non-standard, atypical conceptual archetypes, the insufficient variant discrimination, the lack of mathematical concept images, the lack of ability to describe the mathematical concepts and definitions, the rigidity of concept connection, the ineffective capacity in constructing mathematical concept network, the insufficient conceptual blending ways and methods, the lack of ability to apply mathematical concepts, and the difference between mathematical concept hierarchy and learnersâ€™thinking levels are all the incentives, which can cause the lack of the discrimination for mathematical concepts. In order to change the students who lack of the discrimination for mathematical concepts in the second stage of primary school, teachers also need to adjust their teaching strategies according to the reasons for this problem, such as paying attention to the interaction between mathematical concept archetypes and variation, paying attention to the dialectical unity between mathematical concept images and concept definition; paying attention to the enhancement of mathematical concept connection and the construction of concept network, adjusting the way to use mathematical concepts, and grasping the different levels of mathematical concept teaching, so as to form the systematic, scientific teaching methods for mathematics concepts. |