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Zhou, Y.L. (2014) Grasping Learning Condition Before Class and Realize the Effective Construction of Learning Condition—Delve The Application of Primary School Mathematics Teachers Understanding Learning Condition Before Class. Chinese Teachers, 1, 73.

has been cited by the following article:

• TITLE: Empirical Research on Primary School Mathematics Teachers’ Understanding of the Situations of Students’ Learning in Extra-Curricular Time

  AUTHORS: Zezhong Yang, Wangchen Kan, Zhaohua Qu, Dandan Sun, Zemin You

  KEYWORDS: Mathematics Teaching, Understanding Learning Situations, Primary School, Extra-Curricular Time

  JOURNAL NAME: Open Journal of Social Sciences, Vol.4 No.1, January 29, 2016

  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.