Aresearch On The Situation And Strategies Of Lower-grade Mental Calculation Teaching

"Primary Mathematics Syllabus (revised trial version)"2000, states,"It is required that primary math teaching should pay great attention to mental arithmetic, strengthen rough estimation arithmetic, and modify written calculation." This situation, with popular concern for it, on the one hand, reflects its notable status acknowledged by the educators in mathematics education, and on the other hand, it has seemingly become the self-evident"common knowledge"in everyday teaching. Lingering between clarity and ambiguity, the primary mathematics education slowly has had the application of mental arithmetic alienated."The New Curriculum Standards"points out,"It should draw enough attention to foster students'ability to do mental arithmetic and strengthen their ability to do rough estimating calculation. Teachers are encouraged to teach students to develop diversity in ways of calculation."This research is put forward with respect to the its great value.This paper amplifies the following issues: first, the definition, types and methods of mental arithmetic; then the basic requirements, characteristics and principles of mental arithmetic teaching. By applying the methods of questionnaire, case studies, interviewing, this paper intends to elaborate on contemporary situation of lower-grades mental arithmetic teaching, and the conclusion from it– with a full view of primary mental arithmetic teaching both at home and abroad, mental calculation is still of importance and in wide use, even with access to advanced calculation devices. The author of this paper intends to explore some basic strategies to improve lower-grade mental arithmetic teaching practice.