A Survey And Analysis Of Preparatory Grade Stuents' Ablity To Solve Fraction Applied Problems And The Related Strategy Of Improvement

Applied study in mathematics learning not only plays a very important position in mathematics learning, but also an important objective of mathematics learning, is the focus and difficulty of the teaching process. The preparatory grade is the transition stage from primary school to junior high school> so the formation and strength of mathematical ability directly affect the follow-up study of all subjects in junior high school. What's more, fractional applied study is the initial stage of problem solving for preparatory grade students. So we need to find out students'ability in solving fractional applied problems and its law in order to provide first-hand information for teachers. This study aims at further research on the general situation of students' ability and obstacles in fraction applied problems, and try to find a number of measures to overcome obstacles.This paper uses the method of test and interview. It focuses on pre-grade students'early ability to solve fraction problems, identifies students'errors and mistakes and their reasons so as to find strategies to improve teaching. It is found that firstly, the main errors for students in the process of solving fraction applied problems are moderation error, rendering error, knowledge error, calculation error, transcription error. Secondly, the obstacles students encounter in the course of solving fraction applied problems.1. The obstacle of cognitive structure, cognitive development of students is at the level of visual image or the image of the abstract level. However, the fractional computation itself possesses complexity and abstraction. Besides, the description language of fraction applied problems is more abstract. These factors form a fractional the obstacles of solving problems.2. The obstacles of topic structure, the arrangement of the various conditions in applied problems, known quantity, description of methods and an unknown quantity at the order of the information and other aspects give some obstacles to students' problem-solving.3. The obstacles to reading comprehension mainly mean poor reading ability of students, disability of distinguish the level of description language and ambiguous relationship between the numbers. All these affect the students'understanding and processing of problems.4. The obstacles to translate interpersonal problems into mathematical problems, it is mainly causation that students can not find that conditions between the lines of known and unknown conditions of each volume contains an intrinsic link between. All these lead to translation difficulties of problems.5. The obstacles to selection and evaluation of problem-solving strategies reflect, the difficulties in solving problem-solving strategies can not be replaced, while the lack of some reflection and evaluation process.Based on the conclusions of this study, the paper reflects on the teaching of fraction applied problems, proposes the strategies and measures to improve and enhance students'ability to solve fraction problems. For example, we should promote mathematics teachers to strengthen the application of self-awareness in teaching activities, focus on training students'awareness to apply mathematical knowledge and improve their reading comprehension and analytical skills. We should also pay attention to the importance of knowledge structure formation, focus on individual differences of students. We should promote the teaching of the combination of metacognitive experience, monitor and thought strategies so that students not only concern about their cognitive processes, and enhance the strategic use of information from the heart to form a positive emotional experience. We expect that these methods improve teaching efficiency and students'ability of solving problems.