Research On Problem Solving Strategies For Percentage Of Sixth Grade Students

The Mathematics Curriculum Standard of Compulsory Education in China points out that students should "experience the connection between mathematics and life,think in the way of mathematics thinking,and enhance their ability to discover,raise,analyze and solve problems".It can be seen from this that "problem solving" is an important part of curriculum standards.It is also often found in educational journals that concepts such as scores,application questions and other problem solving strategies,while the similar percentage of questions are not asked.Is there no problem if there is little research? In teaching practice,students understand what the essence of percentage problem is,what puzzles students have in the process of solving problems,what problems teachers have in teaching,and whether the arrangement of teaching materials is reasonable have become the issues to be explored in this study.Through the analysis of literature,this study defines and classifies the related concepts of percentile problem.This paper divides percentile problem solving into five dimensions: percentile meaning,related concepts,transformation,operation and strategy selection.Taking H primary school in J Province as an example,data and data are collected through questionnaires,interviews and analysis to understand the problems of sixth grade students in learning percentile problem and the shortcomings of teachers’ teaching process,and to understand the reasons.On the basis of this,the corresponding directional solutions are put forward,including: line segment diagram;column equation;conversion ratio;classification of question types;exercises of question groups,etc.The results are as follows:(1)There is a significant difference in the results of the two classes after the experiment.(2)Orientation strategy is effective for percentage problem solvingBased on the concept of students’ autonomous learning,the problems existing in students and the perplexities of teachers,this paper puts forward some teaching suggestions on the percentage of directional strategies,including autonomous learning,focusing on difficulties,summarizing and inducting,self-improvement,teaching models,thematic training,etc.,so that students can have a targeted understanding of knowledge,but also make their mathematical ability develop,and relocate this learning ability.Moving to learning other knowledge really embodies the value of education.