The Study On The Concept Of Fraction And Its Misconception For Students

Fraction in elementary mathematics plays a very important role, the reason it is considered to be the most complex number in elementary mathematics, mainly because of the concept of fractional covering multiple meanings, so result in students’ trouble in learning fraction. This study aims to discuss and analyze what the concept of fraction will hinder students grade 3-6 to learn fraction, so based on the new curriculum standards for fraction teaching objectives and requirements in grade 3-6,make the concept of fraction specific and detailed in nine sub-concepts: aliquot, unit quantity, fractional characterization, fraction comparison, fraction calculation,equivalent fractions, fraction on a straight line, link the fraction and division,fraction’s significance as the ratio, To conduct an independent analysis of each concept, testing whether students will appear such misconceptions, if such an error occurs, and then analyze the error and find all types of misconceptions, explore its causes.This study used questionnaires, document analysis, interviews, classroom observation and other methods to study, at the same time use the Excel spreadsheet to statistics, analyze data,gain the following conclusions:(1)Students grade 3-6 will show the error in learning of the each sub-concept concept of fraction and each type of error and its causes are different;(2) For the same concept of fraction, high-grade students and low-grade students will all appear error, but the wrong type maybe not necessarily same;(3)The Situation of different grades grasp the concept of fraction is different, but on the whole,with grade increase, the Situation of student grasp the concept of fraction is rising;(4) Through the analysis of different kinds of error and error rate, draw the conclusion: Students’ concept of cognitive fraction got the development;(5)For different error types are increased with the grade can be eliminated,but some of the wrong type cannot be eliminated;(6)The error type of the concept of fraction will be according to the error rate,from high possibility to low,obtain the error type of the concept of fraction in the highest test percentage.Finally, combined with the findings of this study and practical teaching ofconcept of fraction, I try to put forward two aspects of reasonable teaching strategies from the textbooks and teachers to make this study more rich practical significance.