Study On The Present Situation Of Elementary School Students' Fractional Representational Ability

The knowledge of fractions is one of the important and difficult learning contents in primary school.The representation of fractions runs through the whole process of teaching and learning fractions.Different forms of representation have their own advantages and are related to each other.The improvement of mark representation ability can help students deeply understand the knowledge of marks and solve practical problems,which is of great significance to the teaching of marks.However,there is a lack of research on the representational ability of elementary school students,so the current situation of the representational ability of elementary school students and the factors affecting the representational ability have become the main research questions in this paper.The research methods used in this paper are literature research,questionnaire survey and interview.Firstly,the research on the representational ability of fractions is reviewed,and the concept of the representational ability of fractions is defined.Secondly,by referring to the existing evaluation framework,a score representational ability evaluation framework suitable for this study was constructed from the three dimensions of knowledge content,ability structure and process level,and the score representational ability test paper was prepared.At the same time,by referring to relevant literature,a questionnaire was prepared from the four dimensions of students' personality psychology,cognitive structure,thinking quality and teachers' teaching.Then,taking 324 students of J primary school as the research object,this paper explores the status quo of pupils' score representation ability and typical problems in the test paper,analyzes the influencing factors of pupils' score representation ability,and finally puts forward targeted teaching Suggestions.The results show that :(1)the overall level of pupils' score representation ability is good,while the students' representation application ability is weak;(2)there is no significant difference in the score representation ability of students of differentgenders and grades;(3)the typical problems of score representation are not correct in solving problems,the concept of score is not firmly grasped,the expression is not rigorous,the use of representation is not flexible;(4)the main factors affecting the representation ability of primary school students' scores include students' weak interest and confidence,poor construction of the conceptual system of scores,poor critical thinking,and insufficient representation connection in teaching.In view of the survey results,this paper proposes the following teaching Suggestions to improve the representational ability of primary school students' scores :(1)paying attention to individual psychology and improving learning enthusiasm;(2)optimize the cognitive structure and promote the transfer of knowledge;(3)pay attention to the quality of thinking and create opportunities for expression;(4)establish representational relations,and strengthen transformation and application.