A Case Study Of Fractional Computing Remediation Teaching For Preschool Students

The fractional operation occupies an important position in the students' entire junior high school mathematics learning.Fractional operation,being basic knowledge and skills,is the core content of algebra learning in junior high school.Many operational rules need to be kept in memory and used skillfully,therefore,the ability to master the method of the fractional operation will play a key role in the junior high school stage.Pre-grade students who are lack of math learning ability significantly lag behind those ordinary students of the same grade in the learning of fractional operation.These children with mathematics learning difficulties repeatedly make mistakes in calculating fraction and their level of calculation can not meet the needs of teaching requirements.Therefore,they could hardly keep up with the ordinary students.This big gap will lead to difficulties in their future study,and decrease their own learning confidence as well.In this context,this paper studies the following questions:Firstly,what is the problem-solving idea in the process of fractional operation;Secondly,what are the reasons for the frequent occurrence of fractional operation error in children with mathematics learning difficulties;Thirdly,how to remedy the children's fractional operation.In order to study the above problems,this paper adopts the following methods: In study one,we use the test method and analysis method to study the problem solving steps of the simplification of the fraction,the addition,subtraction,multiplication and division,and four mixed operations of fraction in the pre-grade.This paper generalizes the typical errors between 33 underachievers and 35 ordinary students in the process of the fractional operation problem solving.The questionnaire and individual interview method are used.All the students of grade 6 take part in the questionnaire,and 3 students and 3 teachers are interviewed.The result reveals the status of learning the fractional operation and the factors that lead to poor students learning errors.Study two attempts to combine Montague with the cognitive-metacognition problem-solving strategy applied to the fractional operation,with which to remediate three underachievers in teaching procedure.The study shows that:Firstly,children with mathematics learning difficulties have a set of their own multiplication method.In the fractional division operation,the students are used to migrating the wrong multiplication step to the division operation after the division is transformed into multiplication.They incline to convert the fraction into decimal to solve the problem,and don't take the initiative to use of the law to make the problem easy to solve.Secondly,in the addition and subtraction of different denominator scores,it is difficult for the children with mathematics learning difficulties to distinguish the relationship between different denominations.The difficulty of understanding the concepts of factors,multiple,common divisor,public multiple,maximum common divisor and least common multiple and the difficulty of fractional simplification are the main factors of operational error.The difficulties of written calculations and oral calculations,poor learning habits,and poor learning methods are also the important factors that affect students' scores.Thirdly,the integration of meta-cognitive strategies in remedial teaching,which helps teach students to use self-taught,self-questioning,self-monitoring way,can significantly improve the scores of the three poor students in the case,but there is no delay effect.