Research On Mathematics Computational Estimation Teaching In Primary School

Mathematics comes from reality, must also be rooted in reality.Therefore, mathematics teaching must be closely connected with practice.Estimation is widely used in real life, is closely linked to mathematics and thereal world.Computational estimation is one of the important content ofelementary school mathematics curriculum reform. How to effectively teachcomputational estimation is a hot issue that teachers face. Compulsoryeducation mathematics curriculum standards (2011edition) issued furtheraffirm the important position of estimation. Therefore it is necessary toresearch on teaching estimation.Through a lot of reading on related literature both at home and abroad,summarize estimation and related concept,and studying the related theory.Read extensively and select previous literature, the author thinks thatcomputational estimation refers to the individual in the calculation andmeasurement of the number (quantity) which is unable or no need toaccurately calculated or measured, with the help of original mathematicsknowledge, after a certain inner activities, gives a reasonable inference abouta rough answer of the operation (measurement) result on math problems.Through questionnaire survey which is about the elementary schoolmathematics teaching estimates situation, understands the actual conditionsof teaching estimation, analysed results of the survey, found that some teachers still have some problems in teaching estimation, the first reason isthat teachers cannot understand the concept clearly, the second one is that theestimation method is too single, the third one is that how to evaluate students’problems such as unreasonable estimate result. For the problems existing inthe estimate teaching, this paper puts forward the corresponding teachingstrategies:1. To change the attitude of students on estimation;2. Teachstudents specific estimation methods;3. Develop the students’ estimationconsciousness;4. Enhance students’ understanding of relevant concepts andskills;5. Receive the diversity of estimation;6. The teacher should examinethe effects of students’estimation. At the same time, make instructional designabout the game teaching, problem solving, measuring teaching andprobability in estimation teaching. The only target is to provide a littlereference for teaching estimation.