Study On Mathematics "Measurement" Module Learning Of Primary School Fifth Grade Students

Mathematics is the science of studying numbers and shapes.The measurement of mathematical graphics in primary schools is a major module of learning graphics and geometry in primary schools.It is an important basis for deep learning of shapes.Geometry learning is very important to the cultivation of students' spatial thinking and plays an important role in the social field.Current research mainly focuses on the holistic research in the field of graphics and geometry.The research perspective is mainly from the teachers themselves.There are few studies on "measurement" and lack of students' perspective.Based on the mathematics curriculum standards and Van Hill's theory,and from the perspective of students,the author conducts a questionnaire survey on the fifth grade students of three primary schools in S city by using the methods of literature,questionnaire,interview and case analysis.Some teachers are randomly selected to conduct targeted interviews.It is found that students have cognitive biases in the process of "measurement" learning,the learning style is single,there is a gap between "measurement" learning and reality,and teachers are not ideal in teaching preparation and implementation.The reasons for the above problems are analyzed from the aspects of students and teachers.The students include: 1.students' vague understanding of "measurement";2.learning concepts are still lagging behind;3.shackles of traditional learning methods;4.lack of opportunities for hands-on operation;5.weak intuitive ability and spatial concepts.Teachers include: 1.Teachers' ability to deal with textbooks and modern teaching technology is still shallow;2.shackles of traditional teaching methods;3.difficulties in implementing inquiry activities.In order to promote the improvement of students' learning ability in "measurement",this paper puts forward four optimization countermeasures according to the following four aspects: 1.improving the "measurement" learning cognition;2.building a diversified learning style;3.building a "measurement" learning system;4.transforming teachers.