A Study Of Mathematical Thinking Method In Primary School Fractional Teaching

Many different kinds of problems have always existed during the process of teaching andlearning at the stage of compulsory education, mathematical education included. For example,some teachers only emphasize the teaching while neglect the students, and just repeat what thebook says in teaching while overlook students’ physical and mental development and essencestatus. Some teachers only focus on the knowledge while ignore the mathematical thinkinginvolving the mathematical cognitive system. In the class standard (2011edition) promulgated bythe Ministry of Education, the previous “double-base goal” has been changed into “four-basegoal”; the teaching and learning of the mathematical thinking has become one of specific goals.Therefore, the teaching and learning of mathematical thinking has been paid more and moreattention to. The study on mathematical thinking has been mature in theory, which often werecarried out in a macroscopic view. At the level of practice, the contents of the study are mainlyrelated to the mathematical thinking teaching in middle schools or colleges, instead of primaryschools.This paper chooses the teaching of thinking and methods on fraction in PEP books as thesubject. Firstly, from a macroscopic perspective, this paper, with the textual analysis, theoreticallyanalyzes the teaching objectives, teaching methods, teaching assessment of the teaching offraction in primary period based on the "class standard (2011edition)". Secondly, at themedium-level, it analyzes the coursebook about fraction in the primary period, combs thedistribution situation of the fraction teaching in each grade of the primary period and analyzes itsfeatures; based on that, it concludes how the mathematical thinking and methods is presented inthe primary coursebook about fraction. Thirdly, in the microscopic view, this paper, with thevideotape-analysis method and observational method, analyzes the two classes with differentstyles,“the meaning of fraction” and “the meaning of decimal”，and with the reference of theresearch on the front-line teachers, concludes the current situation and problems of the teaching ofprimary mathematical thinking and methods: a. During the process of the implement of the NewCurriculum in elementary mathematics teaching,some teachers know little about mathematicalthinking; even though they know, it’s difficult for them to handle the connotation, principles andapplication; b, in the class, the guidance on the mathematical thinking is insufficient. It’s difficultfor some teachers to grasp the key points and to give the guidance in the teaching; c, somefront-line teachers improperly deal with the relationship between the learning of mathematicalthinking and the learning of knowledge. They believe that mathematical knowledge instead ofmathematical thinking, is related to examinations. So they often overlook the guidance of themathematical thinking for the mathematical knowledge. This paper concludes the educationalproblems, analyzes the reasons behind, and based on which it makes suggestions for the educationdepartments, schools and teachers.