Instruction of fraction applied problem is the emphasis and difficulty of elementary mathematical study. It is the key content to improve the high teaching quality. Fraction applied problem is the mathematical problem that combine fraction knowledge and applied problem, its resolving process is the mathematical thought process of applying fraction knowledge. And it is the specific application of problem resolving theory in the field of fraction applied problem. As one of the difficult points of applied problem, it’s solving process is more abstract, solving method is more untouchable for the fraction applied problem than that of integral applied problem. So it is inevitable for the pupils to encounter different difficulties and obstacles to make errors.That makes the purpose of this thesis: present the problem-solving errors, analyze the reasons and develop a strategy.The author selected appropriate research methods, by reviewing researches on errors in mathematical problem solving, included the analytic frame work and chose the research tools, and so on. Used in this study of the main research methods are: ext literature analysis, analysis and surveys, etc.The focus of this research is on some typical errors and the attribution of the pupil students who have finished their fractional application problems learning. The author first to study the primary school teaching materials, concerning fractional application problems,then work out the test and questionnaire. Through the questionnaire I got a preliminary understanding of the sixth grade students with mathematics learning, the behavior of students when they are solving fraction applied problem. Through the text, I found that the types of the students’ errors of solving fraction applied problem.Through this study, the author obtained the following conclusions:Primarily, based on the views of students, we understand the present status of students solving problem;Secondly, more mathematical errors, strategic errors and careless errors appeared in solving mathematical problems, mental errors in addition which contributes to clarifying errors, analyzing causes of errors, and developing teaching strategies.Thirdly, based on the investigation and study, the related theory knowledge and the author’s listening experience in mathematics classroom, the author analyzes the cause of errors and corresponding solutions:1. Causes:The author drew the main causes of students’ errors in fractional application problems as follows:1) Mathematics material causes:2) Mathematics problem-solving behavior.2. Base on the causes,we put forward the reasonable teaching strategies according to the real situation. |