| The "Mathematics Curriculum Standards for Compulsory Education(2011·Edition)"(hereinafter referred to as the "Standard")promulgated in 2011 puts arithmetic ability as a core concept for the first time and incorporates it into the important connotations of mathematical thinking.In addition,the arithmetic ability is closely related to number sense and symbol awareness.All of them are important parts of students' mathematics literacy.Judging from the arrangement of textbooks for compulsory education textbooks published by the People's Education Publishing House,mathematics learning throughout the entire primary school stage and it is the focus and difficulty of mathematics throughout the primary school.It is also the foundation for students to learn other math modules and other subjects.It is to train students in logical reasoning ability and necessary skills that people need in daily life.Therefore,it is of great and far-reaching significance to study students' mathematical arithmetic ability.From the results of the large-scale quality monitoring project for bilingual education in Xinjiang jointly conducted by the Ministry of Education and Xinjiang Education Department in 2016,it was found that the sixth-grade students in Xinjiang scored only 50.3%in the "number and algebra" module,and the southern Xinjiang students are even weaker,it is only 46.5%.Therefore,this study combines the large-scale evaluation data of Xinjiang and analyses the mathematical arithmetic ability of the sixth grade students in South Xinjiang,and finds that the students' problems in arithmetic ability.The conclusions of the study are as follows:First of all,from the overall point of view,most students can correctly extract the calculation facts in the memory,but there are many problems in the mixed operations and equations.However,in the mixed operation,the student's accuracy when dealing with a problem that can be easily calculated is higher than the problem that cannot be easily calculated,indipating that the student can select the operation method in the process of performing the operation analysis and solving the problem and achieve the operation.Conforms to the purpose of calculation and reasonableness,and the correct answer rate of students in score calculation and decimal arithmetic is obviously lower than that of integer arithmetic.Secondly,through the analysis of 16 arithmetic problems,it is found that the main types of mistakes made by students are conceptual knowledge errors,such as incorrect sequence of operations and distributive law,whether they are additions,subtractions,multiplications,divisions or mixed operations,and solving equations.Use errors,obfuscate calculations,do not understand the concept of equations,do not understand decimal fraction concepts,and so on.In other words,the ability to cultivate the primary school students in southern Xinjiang should be based on understanding the objects of calculation and the theory of mathematics,rather than just improving the students' computing ability through the degree of exercise.In addition,by examining the differences in the types of errors between schools of different genders,teaching styles,and nature,it is found that there are significant differences in the conceptual errors among students,especially in schools of different nature(rural,Students in counties,towns,and cities)showed extremely significant differences in the conceptual errors,indicating that measures to solve the problems of fairness in urban and rural education still need to be continuously promoted.In the end,to find out the causes of the mistakes in the typical conceptual errors of students,it is found that there are differences in the degree of grammar,reading,and writing order of the students' native language and Chinese in integers,decimals,and fractions.This has led to the occurrence of conceptual error in student knowledge.Therefore,improving the quality of mathematics teaching in southern Xinjiang should start from improving the level of bilingual education. |
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