A Study On Fourth Grade Students' Conceptual Understanding Of Fraction And Teaching Strategies

The concept of mathematics is a huge system,and the concept of fraction is an important part of it,so the understanding of the concept of fraction is a crucial part of teaching.Long-term fraction teaching practice shows that the understanding and teaching of the concept of primary school fraction is still a major difficulty.On the one hand,in real life,students encounter less knowledge about fraction,which makes them unable to relate to daily life when learning fraction knowledge,which leads to the misunderstanding of the concept of fraction;on the other hand,differences in cognitive levels are also problematic when teachers teach students fraction in the classroom.Over time,vague conceptual understanding will affect students' ability to solve mathematical problems and their interest in mathematics courses.Therefore,the status quo needs to be changed during the teaching and learning process of fraction.This paper begins with the current research,and briefly reviews the achievements of the academic circles in primary and secondary schools in the theory and teaching of mathematics fraction in primary schools.On the basis of literature review and collation,the goal requirements and contents of the fraction knowledge curriculum and textbooks are analyzed.Secondly,a questionnaire survey was conducted on the fourth-grade students who used the textbooks,and the relevant teachers and students are interviewed.The status quo of the fourth-grade students' learning fraction is analyzed,and the main problems existed.the problem of mastering the fraction calculation,and the practical application of the fraction.On this basis,through in-depth analysis and argumentation,the reasons for the problems are mainly concentrated in the three dimensions of teacher professor,student learning,fraction knowledge and teaching system depth,that is,the lack of teacher teaching has a comprehensive grasp of primary school fraction teaching.The in-depth study of the textbook and the lack of gradients in the exercises presented during the consolidation phase;the problems of students' development and understanding of knowledge and the ability to communicate;the abstraction of the concept of fraction and the lack of systematic knowledge of textbooks.Finally,aiming at the above problems,combined with the actual teaching experience,the paper puts forward specific strategies to optimize the concept teaching of the fourth grade grades in primary schools,including the adjustment of textbooks,the enhancement of contextualized visual teaching,the emphasis on the understanding of the meaning of the average points,and the effective distinction of fraction.The meanings of “quantity” and “rate”,flexible understanding of unit “1”,and enhanced understanding of fraction quotient definitions,deepen the understanding of the concept of fraction in operations and problem solving.