An Investigation On The Geometry Knowledge Of The Mathematics Teachers Of Primary School

As we known, a qualified science teacher should have knowledge structure of solidfoundation, strong body and open top. The solid foundation refers to the integrated knowledge.The strong bod y refers to the specialized subject foundation; on the other hand it refers to theteaching of the basic skill. The open top is to have an open attitude, conscious introspectionconsciousness and ability, as well as the desire and ability for lifelong learning.Knowledge of mathematics subjects is the professional knowledge of the primary schoo lmathematics teacher. Therefore, it is necessary to do a detailed research for such a subject.However, the current primary school mathematics teacher professional knowledge studymainly focuses on the mathematical literacy research. Very little research is focus onmathematics teacher’s ability to master the subject knowledge refinement.Based on the geometric knowledge background, I selected the＂compulsory educationmathematics curriculum standard＂(2011Edition) in the＂graphics and geometry＂ in thefield o f geometric knowledge as the object of study by taking the text ana lysis method a nd thetest method to test the volume,＂primary school mathematics teacher geometry knowledgetest＂(self testing inspection split half reliability for0.812) as a research tool to investigateJilin province79in-service primary school mathematics teachers. With the help ofSPSS17.0social science statistical analysis software for data analysis, I focused on the studyof primary school mathematics teachers who should master the knowledge of geometrycondition (normal), as well as the primary school mathematics teacher now geometryknowledge and its existing problems（solid state). On this foundation, I provide suggestionsfor the primary school mathematics teachers.Research shows that: the primary school mathematics teacher should master theknowledge of geometry type involves the audio-visual geometry, metric geometry,transformation geometry, coordinate geometry, deductive geometry, mathematical culture(geometry), descriptive geometry,the seven branch of geometry.For the primary school mathematics teacher, for audio-visual geometry, metric geometry,transformation geometry, coordinate geometry, deductive geometry, geometry, mathematicsculture (geometry) the seven fields of knowledge are needed to improve further, but themetric geometry, coordinate geometry, projective geometry are relatively good. In subjects,according to need to increase the number of total participants number percentage from high tolow sort: Mathematical Culture (100%), metric geometry (93.7%), deductive geometry(92.4%), transformation geometry (89.9%), audio-visual geometry (75.9%), coordinategeometry (68.4%), descriptive geometry (56.9%). At the same time, each geometric field needs to raise the main contents are:Mathematical culture: several geometric natures, fractal geometry knowledge.Metric geometry: radian system essence, area formula.Deductive geometry: deductive geometric features, deductive geometry proof method.Transformation of geometry: transform, transform the relationship between categories.Coordinate geometry: how to use numbers to determine the location.Audio-visual geometry: three views, the understanding of understanding dimensions, byteaching presentation graphics knowledge formation, angle, angle, acute angle obtuse angle,angle, the relationship between them.Descriptive geometry: using2D graphics to3D graphics.There are mainly five reasons why primary school mathematics teachers to the geometricknowledge status are poor:1. One of the important reasons is primary school mathematics geometry curriculumdesign changes.2. Primary school teachers in mathematics geometry founda tion are weak.3. Primary school mathematics teachers’ in-service education lacks knowledge ofgeometry compe nsation related education content.4. The primary school mathematics textbook supporting teachers, lack of knowledge ofgeometry to include appropriate interpretation of design, with only primary schoolmathematics teacher my feeling, it is difficult to reasonable interpretation textbooks inmathematics course content behind the subject connotation.5. Knowledge view has defects causing part of primary school mathematics teachers toproduce misunderstanding.In orde r to improve the primary schoo l mathematics teacher of geometry knowledge, Iput forward the following suggestions for improvement:1. Primary schoo l education specialist of optimization design of mathematics curriculumshould improve primary school mathematics content closely related to mathematicscurriculum propor tion, to e nsure that every stude nt has the mathematical knowledge sufficientfor primary school mathematics teaching.2. Pairs of in-service primary school mathematics teachers who have weak geometricalknowledge need training. While training, must be closely combined with the primary schoolgeometry related to the content of teaching, not one-sided teaching geometry ontologyknowledge.3. And the primary school mathematics textbooks supporting teachers should beappropriate to join the geometric knowledge related to the discipline connotation, appropriateexpa nsion and e xtension.4. Primary school mathematics teachers should change the original knowledge view; establish the correct view of knowledge.The author compiled＂primary school mathematics teacher geometry knowledge test＂in this study can provide diagnosis and test for training.