First of all, in addition to the characteristics of mathematical concepts, it often has some traces of natural concepts; Secondly, according to children's cognitive characteristics, it has often undergone some transformation to adapt to children's learning, mastery and application.

2. The characteristics of primary school mathematics concept learning.

First, the concept of primary school mathematics has systematic characteristics in organization, which is determined by the accuracy of the natural structure of mathematics itself; Secondly, through a large number of intuitive materials, mathematical concepts are constructed on the basis of guiding students to carry out sufficient perceptual activities such as operation, observation and classification; Third, the concept is mainly based on pictures or language and presented in a descriptive way.

3. The main ways for children to form mathematical concepts

Concept formation, in short, refers to the process that learners independently discover and form mathematical concepts from a large number of different examples of similar things. It includes the stages of perceiving concrete objects, trying to establish representations, abstracting essential attributes, symbols and using concepts.

Conceptual assimilation, in short, concept formation is a process in which concepts are directly presented to learners through definitions, and learners use related concepts in cognitive structure to understand and form new concepts. Including arousing related concepts in cognitive structure, further abstracting to form new concepts and separating key attributes of new concepts.

4. The basic process of children learning mathematical concepts

For children, acquiring mathematical concepts generally goes through a process of perception-representation-concept. First of all, children face a large number of intuitive materials, go through sensory receptors, enter a state of perceptual excitement, and improve their ability of observation, comparison and experience many times, from the stage of perceptual movement to the stage of forming representations, and then get symbolic representations through analysis and synthesis, and then enter the stage of forming concepts through abstraction and generalization.

5. Basic characteristics of children's ability to acquire concepts.

● From obtaining the first-level concept to being able to obtain the second-level concept;

The acquisition of concepts is mainly based on "concept formation" and gradually develops into "concept assimilation";

● Gradually develop from understanding the attributes of concepts to understanding the relationship between concepts;

The establishment of mathematical concepts is gradually weakened by the interference of experience;

The separation of numbers and shapes has developed into the combination of numbers and shapes.

6. The main factors affecting children's concept learning

The influence of experience on children's mathematical concept learning

The influence of language on children's mathematical concept learning