Lower Grade Students' Understanding Of The Equation Equal Sign

When most children enter school to learn basic math operations,they may be able to write the basic symbols of arithmetic well,but they may not really understand them.Equal sign,as one of the symbols running through all mathematics teaching materials,is an important topic in the research of mathematical education in recent years.A tried-and-true finding of the study that underlies the reform plan is that when students see the "equal sign" they think it means "to do something" or operationally rather than an equivalence relationship.Such misunderstandings have not been solved over time or with mathematical maturity.This study based on the analysis of the relevant literature,a primary school class one,grade one students in Shanghai as the research object,first summarizes the student to solve different types of the equation as a result,the students' problem solving ideas,through the analysis of the interviews understand the difficulties when the students understand the equal sign,and demonstrates that the domestic student to the equal sign understanding also is in the different stage? Then choose one student from each stage to conduct a case study,trying to help students understand the equal sign by teaching method,record the performance of students in different stages,and observe whether students can develop the concept of equal sign according to the expected trajectory.Finally,the author draws a conclusion and puts forward some reasonable Suggestions on the teaching of the meaning of equal sign.Through the research,the author comes to the conclusion that the first-grade students have difficulty in understanding the equal sign,and when solving the calculation formula with operation on both sides,students tend to carry out the operation on one side of the equal sign from left to right or from right to left.Students' understanding of the equal sign can be divided into indicating stage,action stage and equivalent stage.Through teaching the students in the indicating stage,the action stage and the unstable stage,it is found that the students can correctly understand the equivalence meaning of the equal sign according to the expected trajectory and keep the stability.According to the conclusion,the author puts forward three Suggestions for the teaching of the medium number meaning of the equation.Make full use of or create balanced materials;Construct different types of equations.Teachers can reasonably and appropriately use the three constructive Suggestions in the process of teaching to help students to understand the meaning ofequality and infiltrate the thought of algebra.