An Investigation On Conceptual Understanding Of Upper Primary Students From The Perspective Of Examples ——Take“Factors And Multiples”as An Example

Since the 1940s,conceptual understanding has gradually become a relatively stable and main research topic in the field of western educational psychology,and has achieved fruitful research results.Mathematical understanding has become another central topic of International Mathematics Education after problem solving.Understanding concepts is the premise of further learning mathematics,and its importance is beyond doubt.So evaluating students’ concept understanding is a very important task in mathematics teaching.In the past period of time,some teachers used the method of mechanical recitation of the literal definition of concepts and mechanical practice,and some teachers used the method of concept map to evaluate students’concept understanding.Although examples generally exist in mathematics teaching in primary and secondary schools,most of the existing studies analyze the role of examples from the perspective of teachers’ teaching,and few studies evaluate students’ conceptual understanding from the success of students’ examples.Based on this this paper puts forward the following research questions:（1）What is the performance of upper primary students in constructing positive and negative examples in conceptual understanding?（2）Is there a correlation between the performance of constructing positive and negative examples and the level of conceptual understanding?（3）What are the factors that affect the positive and negative examples of upper primary students?In order to answer the above questions,this study takes "factors and multiples" as the research content,and compiles three test volumes on the basis of combining theory and practice,namely positive example test vollume,negative example test volume and concept understanding test volume.A total of 180 students in six classes of grade 6 of Nanjing L primary school were selected for the test,and individual students were selected for interviews.Finally,the following conclusions were obtained:（1）Students perform better in constructing positive examples than negative examples;（2）Students’ example performance is closely related to their understanding of relevant concepts;（3）Counterexamples have unique value in students’ oonoeptual unnderstanding;（4）The factors affecting the performance of positive examples mainly focus on the understanding of the concept itself;（5）The main factors affecting the performance of counterexamples are the strength of reverse thinking and whether they can use knowledge flexibly.