A Survey Of Fourth Graders' Understanding Integer Multiplication

The generation of students' mathematics core accomplishment comes from the study of mathematics knowledge.Mathematical knowledge learning is manifested in three forms: knowledge understanding,knowledge transfer and knowledge innovation.In the formation of mathematics core accomplishment occupies the first place is the understanding of knowledge.The study of mathematics knowledge focuses on understanding,and the essence of mathematics teaching knowledge is how to promote students to better understand mathematics knowledge.The 2011 new curriculum says pupils must not only be able to calculate,but also understand.Therefore,promoting students' conceptual understanding of knowledge is an important goal of primary mathematics education.The learning of two-digit integer multiplication knowledge in the second semester of the third grade in primary school is the focus of primary school mathematics learning,is also a difficult point for teachers to teach,is the impact of division and subsequent fractions and decimals multiplication and division knowledge learning key.Therefore,it is of great significance for primary school education to study the current situation of elementary school students' understanding of two-digit integer multiplication and the problems in their conceptual understanding of two-digit integer multiplication,as well as the underlying causes.In this paper,the fourth grade students understand two-digit integer multiplication by two-digit integer research.To do this,select X 152 fourth grade students in Shanghai as a research object,using the method of questionnaire investigation and interview,analysis on the students understand the double-digit double-digit operation's understanding level,and the conceptual understanding of the three dimensions,namely in the treatment of the factor and product,the number of split and combination,and understand the relationship between the size of the bit values on the three dimensions of performance,the following conclusions: the fourth grade students in understanding the operation of double digits by double-digit mostly at level 1,and less at level 2,3.That is,thefourth grade students are mostly at the level of procedural understanding and less at the level of conceptual understanding on the level of two-digit multiplied two-digit understanding.Generally speaking,the fourth grade students are in the two-digit multiplication steps on the mechanical application,a deeper understanding of the next step,in each dimension is shown as: 1,in the factor and product processing relationship,can not well understand the order of multiplication product changes;2.In terms of understanding the size of vertical bit value,the meaning of Numbers in different digits cannot be accurately expressed;3.There are structural errors in the understanding of the distributive property of multiplication in the division and combination of Numbers.Although students can list the correct formula according to the intuitive image and calculate the correct result by using the vertical formula according to the operational rules,the rationality of the result cannot be explained in a variety of representational ways,nor can the rationality of the result be explained according to the conceptual meaning of integer multiplication.Most students are still just learning how to calculate and have no further improvement in their understanding of integer two-digit multiplication.Through the analysis of teaching materials in Shanghai edition and the research of teachers' teaching,this paper puts forward some Suggestions to improve students' conceptual understanding.2.When teaching,teachers should enrich the representational methods and pay attention to the conceptual understanding of two-digit multiplication.