Research On The Problem Representation Strategy Of Primary School Mathematics Multiplication And Division

Mathematics is a branch of science that studies the quantitative relations and special forms.Word problems,which combine closely mathematical knowledge with practical problems,are supposed to cultivate students' application consciousness.In the Compulsory Education Mathematics Curriculum Standards(2011 edition),it has been pointed out that students should experience the role of mathematics in solving practical problems,cultivate students' application awareness and improve their practical ability.During the primary school,the word problems of multiplication and division are the key contents of teaching.In teaching,it has been found that although many pupils have a solid ability to calculate multiplication and division,they cannot solve problems successfully when they encounter word problems,especially the irregular word problems.This shows that students have obstacles in problem representation,and the choice of problem representation strategies is the key to solving problems.Therefore,it is of great importance to explore pupils' problem representation strategies in word problems of multiplication and division.In this study,120 students from the third and fourth grade of a primary school in Shijiazhuang were taken as samples,and the oral reports and test papers were used to study the following questions: what problem representation strategies do pupils use in solving multiplication and division word problems? Are there differences in the answers of regular and irregular word problems between different levels of the third and fourth grade students?Are there differences in the answers of regular and irregular application question between genders? Are there differences in the answers of regular and irregular word problems between students of different grades? After collecting and analyzing the data,the researcher has come to the following conclusions: 1)When students are solving multiplication and division word problems,the strategies adopted are mainly direct conversion strategy and problem model strategy and the problem model strategy is used more often than direct conversion strategy.2)The differences of students at different levels in solving the regular word problems are the same: there is no significant difference between students at A level and B level,between students at B level and students at C level,whereas there is significant difference betweenstudents at A level and students at C level;the differences between students at different levels of the third grade in solving the irregular word problems are as follows: there are significant differences between students at A level,B level and C level.Differences of the fourth grade students at different levels on irregular word problems are as follows: there are significant differences between students at A level and C level,between students at B level and C level,but there is no significant difference between students at A level and B level.3)There is no gender difference in the answering regular and irregular word problems among the students of Grade 3 and Grade4.4)There is no significant difference between the third and fourth grade students in the regular word problems while there is significant difference in the irregular ones.On the basis of research,this paper puts forward the following corresponding teaching suggestions.Firstly,focus on multiple solutions to one problem and optimization of problem-solving strategies and methods.Secondly,improve students' ability of problem representation and enhance students' ability to examine questions.Thirdly,strengthen the Mathematical Process and cultivate students' awareness of modeling in teaching.Fourthly,pay attention to the accumulation of students' mathematical knowledge and Cognitive Structure.Fifthly,teachers should attach importance to students' homework and exercises,and encourage students to be small problem-tellers.