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.
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