A Survey And Research On The Teaching Of "Figures And Geometry" In The Third Stage Of Primary School Mathematics

The addition of ruler graphing to the Compulsory Mathematics Curriculum Standards(2022 Edition)(hereafter referred to as the new standards)enables students to acquire a deeper level of knowledge,refines the training objectives,optimises the content structure of the mathematics curriculum,and ultimately promotes students’ awareness of geometric intuition.At the same time,the division of primary school sections has changed dramatically,from two sections to three sections,i.e.Grades 1 to 2as the first section,Grades 3 to 4 as the second section,and Grades 5 to 6 as the third section,each with a new corresponding teaching requirement.The content of the HRE Mathematics textbook "Graphs and Geometry"is mainly concerned with real-world objects,geometry and plane shapes in terms of their shape,size and position,and is a tool for people to better describe their living space and communicate."The content of Graphs and Geometry is closer to students’ real life,which is helpful for developing students’ geometric intuition and logical thinking.The research method was used to understand the current state of research at home and abroad,so as to find out where this thesis should be based.The content of the third level of primary school mathematics,"Graphs and Geometry",was analysed by consulting the textbooks of the People’s Republic of China.A questionnaire survey was used to investigate the content of "Graphs and Geometry" in the third year of primary school mathematics in the context of the new curriculum,using teachers and students of Grades 5 to 6 as the target students.Through a multi-faceted survey,an attempt was made to examine the problems that teachers in three primary schools in X city encountered in the teaching of the Human Education version of "Figures and Geometry" and the difficulties that students encountered in learning this part of the subject.The survey found that the teaching objectives of Graphs and Geometry were not sufficiently clear,that the teaching content was inappropriate,that the teaching methods were not flexible,that the students’ graphing skills were low and that the assessment of the teaching was unidirectional.The reasons for these problems are: the teachers’ lack of clarity in setting teaching objectives,their reliance on reference materials,their lack of awareness of the impact of content and assessment,and the scarcity of learning tools for students.The main strategies for improving the above problems are: teaching objectives should be based on students’ spatial thinking,teaching content should be creative,creating vivid problem situations,choosing shapes and materials that fit students’ lives,developing students’ hands-on skills,using a variety of teaching methods,and focusing on multiple teaching assessments.Based on the optimised improvement measures,the teaching design of the two cases of "Area of Parallelogram" and "Looking at Objects from Different Directions" was carried out and applied to actual classroom teaching.