Research On Mathematical Thought And Method Penetratingin Fraction Teaching In Primary School

Mathematical thought and method,as the essence of mathematical knowledge,is the key to establisha good cognitive structure for students.And fractionhas been studied by many scholars as an important part of mathematics in primary school.But few people combined fraction and mathematical thinking way together in teaching.In this paper,we analyzed the current situation and reason of permeatingmathematical thinking way based on fraction teaching in primary school,which we think will play an important role in teacher's teaching and student's learning.In this paper,we adopted the method of literature analysis to summary the connotation of mathematical thinking and its application in fraction in primary school.We also analyzed the value,situation,reason and teaching strategies of permeatingmathematical thinking way;Through questionnaire and analyzingthe responses of primary school teachers in survey,we knowthe teacher's awareness and performance in permeatingmathematical thought and method when teaching the knowledge about fraction;Throughthe method of case study,in which we analyzedthe classroom teaching behavior about fraction of two teachers,we understand how well primary school teachers perform in permeatingmathematical thinking wayin classroom;At last,through interviews with different teachers,we know their subjective experience of permeating mathematical thought and method in the teaching of fraction.In conclusion,as restricted knowledge of primary school teachers,concealment of mathematical thinking way and the "curriculum standard" doesn't put forward any requirements ofpermeating mathematical thinking way in teaching of fraction,the primary school teachers are lack of flexibleandcomprehensivebehavior and awareness of permeating mathematical thinkingway in teaching of fraction,whichmainly reflects on the majority of primary school mathematics teachers know little about the mathematical thinkingway and they rarely instruct students with mathematical thinking in the classroom,besides they also lack of the ability to coordinate the relationship between knowledge of fraction and mathematical thinking.Base on the conclusion above,we proposed some concrete suggestions for teachers and education departments: teachers should strengthen their awarenessof mathematical thinking,study teaching materials and permeate mathematical thinking in every teaching stage.Education department should put forward specific requirements and measurements to deal with mathematical thinking.