Research On The Fifth Grade Primary School Students' Development Level Of Speed Concept

Learning is a process in which the permanently altered ability of an organism is not by physical maturity.Although,the difference of individual experience may lead to different conceptual cognitive time and characteristics,cognitive generality makes students follow certain trajectories in understanding concepts.Mathematics Courses in Compulsory Education requires "facing all students,making everyone get good development in mathematics,different people get different development in mathematics".Under the environment of class teaching system,it is important to understand the general level of students' understanding of a concept and take corresponding measures to promote the development of students' concept level.Speed is a seemingly familiar and unfamiliar physical quantity to children.Familiarity is because speed is the quantity that always be experienced in life,while strangeness is because it is different from the quantity,like quality and time,which can be perceived directly.Speed cannot be obtained by direct measurement.In elementary mathematics,the relationship between speed and time and distance is one of the important mathematical realistic models and quantitative relations.For pupils,reciting formulas is very easy,but simple application does not represent the clear meaning of concepts.Some seemingly "sloppy" errors reflect the defects of conceptual understanding.Therefore,this dissertation's basic research question is describing the development process of pupils ‘concept of speed.it is also focus on three major aspects: dividing the development level of pupils' concept of speed,summarizing the strategies of promoting the development of the concept of speed,and analyzing relevant factors.The method of Constructivist Teaching Experiment,follows the top-down validation research approach of Evolutionary Learning Progressions.Through the interaction with two groups,four fifth-grade students in the past monthA total of four fifth-grade students in the past month of interaction analyzed their different performance in the speed problem,and correspondingly divided the different levels of the development of the concept of speed and summarized the influence factors.The results show that:Firstly,there are differences in the performance of five-year pupils in different speed problems,which are reflected in the correct understanding of speed,time and distance and their relationship,such as the change of the same direction and opposite direction of variables,the ability to independently solve a single situation in which only one object moves,the ability to understand and calculate the problem of two objects moving back and forth,and the higher difficult complex situations.Secondly,there are four basic levels in the development of pupils ‘speed concept.Among them,the development level of pupils' speed concept I is the lowest level in the development of speed concept.This level is mainly manifested in the confusion of concepts,the dominance of two-dimensional relations,and the inability to solve a single problem situation independently.When students reach the level of primary school speed concept II,they can solve a single problem independently and correctly,but still can not solve the complex situation I,which included round-trip movement.When students develop to the level of development of the concept of speed in primary school III,students can correctly solve the problem of round-trip movement,but there is obvious confusion about the complex situation II of two objects moving simultaneously,and it is not until the level of development of the concept of speed in primary school IV that students can correctly solve a series of related questions and can finally use abstract symbols to express the quantitative relationship of speed,time and distance.Thirdly,the factors affecting the development of pupils' speed concept include the students' understanding of the concept of speed and the pre-concepts such as the ability of extension,multiplication and reasoning,which have an important impact on the students' subsequent conceptual development;the ability of mathematical expression,including written records and language expression,promotes the development of speed concept understanding;and finally,the students' representational ability promotes the construction speed;The relationship between time and distance has a certain impact.