Research On The Seventh Students’ Understanding Of Rational Number

Rational number is an important content of basic education, as well as seventh gradestudents learning difficulties， It is widely believed that it is not difficult to learn rationalnumber, which in fact is not true. Under the influence of traditional educational concept inChina, teachers tend to highlight the mechanical memorization of the contents of rationalnumber, because of which students are unable to develop a sufficient understanding ofrational number and its operation. Additionally, the teaching often involves several abstractmathematical thoughts and methods. For this reason, students always encounter the difficultyin understanding the contents of rational number through combining with actual case, sincethey are experiencing a transformation from concrete thinking to abstract thinking.Therefore, this paper focuses on solving these three problems: How should students inGrade7develop an understanding of rational number? What are the understanding obstacles?is there a difference between Different gender students studying in understanding of rationalnumber?Based on personal experience, the author has consulted quantities of books and compiledtest papers and interview questions. Chose8classes of junior students as the research object,which were from two key middle school and general junior high school in Chose A city Bcounty For the sake of more accurate data, multiple time periods are selected for test, andfinally, test and interview contents are collected for statistics to draw following conclusionsby means of data analysis.We discovered: There are no differences in the understanding of the rational numberbetween boys and girls. The obstacles in understanding of the rational number follows arefrom aspects:(1)As Regard related concept of rational number, majorities of students lack theability to understand absolute value by means of number axis and feel strange to the way thatuses letters to represent the numbers. The letter is usually applied to representing positivenumber by default.(2) As regards the expression of rational number, they not only encounterdifficulties in comprehending the geometrical significance of rational number, but alsodevelop a simple understanding of the distance.(3) Concerning the classification of rationalnumber, students develop an incorrect understanding of π=3.14, omit the percent sign, and lack sufficient understanding of the special identity of recurring decimal and zero.(4) Interms of the operation of rational number, the students fail to gain a clear understanding of theobject of commutative law of addition and lack the ability to use operational rules flexibly.students feel confused about the algorithm and the order of operation as well as show weakability of flexible application.(5) Concerning the nature of rational number, Don’t understandthe points on the number line.(6) As for the application of rational number, students have nothe ability to work out the correct exact quantitative relations from the questions.Based on the above-mentioned reasons, the author brings forward the reasonableteaching suggestions as follows:(1) Strengthen the relationship between a number line withrational Numbers.(2) strengthen the students’ consciousness of mathematics classification.(3)pay attention to the understanding of calculate theory.(4) pay attention to the relations amongthe quantities...