Analysis Of The Reasons And Countermeasures For "repetitive Errors" In The Calculation Process Of The Students In The Lower Grades Of Elementary School

From ancient times to before the Cultural Revolution,mathematics in China was called arithmetic,which reflected the importance of calculation in mathematics.Now,only in primary school,every student is scheduled to systematically learn calculation methods for integral,decimal,and fraction numbers as well as operation rules for addition,subtraction,multiplication and division(students learn how to apply them in high schools).All these methods are based on the addition and subtraction with 100,multiplication formula(multiplication table)and quotient trial formula(division table)which are taught in lower grades of primary school.It's safe to say that calculation is one of the most fundamental,important and understandable part of mathematics for lower grade students.But in the course of mathematics teaching,the author has found that some students often make repetitive mistakes in learning and calculating,leading them to low enthusiasm,slow progress and poor testing scores.The curricula requirements thus are not met,hindering teaching progress,which has been a confusing problem urgently needed to be addressed for mathematics teachers.This paper focuses on the "repeated errors" in the calculation of students in lower grades of primary schools,and studies three problems.(1)what are the types of "repeated errors" in the calculation of students in lower grades of primary schools?(2)what are the reasons for repeated errors in the calculation process of these students?(3)what are the teaching measures to reduce the repeated errors in the calculation of these primary school students? We selected three hundred students of grade one and grade two of lianhe primary school in laiwu district,jinan city,as the research objects and used qualitative and quantitative methods to collect dates.The research process is divided into the following four stages:(1)Review the literature to determine the research direction,ignificance and methods.(2)Designing questionnaires,calculating test papers,and interviews with teachers and students,and interviewing and testing 92 students with valid samples,interviewing 6teachers and 4 students,collecting some typical calculations of “repetitive errors”.(3)Reviewing the literature,analyzing the data,and comparing the experiments to find out the reasons for the repeated errors in the calculation process of the students in the lower grades of primary school.(4)According to the reasons,propose teaching suggestions,conduct classroom experiments and post-testsAfter class review,homework analysis and repeated test analysis,six typical types of repetitive mistakes made by the students are summarized as follows.(1)misread numbers,operational symbols,and forget to write down the result or write down a wrong result;(2)forget to carry or abduct in vertical adding and subtracting;(3)mental arithmetic error;(4)confuse multiplication and division with addition and subtraction;(5)quotient trial error when there is a remainder in division;and(6)calculation order error in mixed operation.Through reviewing related literature,collecting student questionnaires,interviewing teachers and students,comparing and analyzing testing papers,and sharing notes with researchers from the Bureau of Education and experts and scholars from Capital Normal University,the author finds out reasons for repetitive calculation mistakes.On the one hand,the students have little interest in calculation,bad calculation habit,initially cognitive error and knowledge structure defect.On the other hand,the teachers have no proper methods to enlighten students,analyze operation in a superficial manner and don't offer strengthened training targeted to those mistakes.In accordance with these reasons,the essay puts forward the following solutions.Basic Teaching Suggestions: Establish appropriate teaching objectives,improve the awareness of computational teaching,increase appropriate corrective class hours,supplement the content of computational teaching,enrich computational teaching activities with the aid of intellectual AIDS and micro-classes,and use various strategies to cultivate students' interest in computational teaching.Specific teaching suggestions,teachers' teaching level: change the way of comment,form the correct first recognition,in-depth analysis of problems,find the root causes of errors,strengthen training in time,reduce the repetition rate of errors.Student's learning level: Strictly require themselves,develop good computing habits,payattention to re-learning,correct first cognitive errors,improve knowledge structure,optimize the calculation process,strengthen exercises,overcome inertial thinking,establish wrong problem sets,reduce repetitive errors.