Investigation And Research On The Status Quo Of The Understanding Of Multiplication Rule Of Rational Numbers By The Freshmen Of Junior Middle School

Multiplication of rational numbers is the important content of junior middle school mathematics algebra,the rule of " different status gets negative" " same status gets positive(Two negative gets positive)" is the basis of the mathematical operation of grade one students in First-year junior high school students,my country’s basic education reform is increasingly emphasizing the teaching that teachers need to understand and the learning that students need to understand.So,this paper adopts the method of literature research,questionnaire survey,and interview to investigate the understanding of the rational number multiplication for the First-year junior high school students in Inner Mongolia,and analyzes the reasons.Based on the survey data and interview results,I got the following conclusions: First,First-year junior high school students in Inner Mongolia have different understandings of the multiplication rule of rational numbers,and the understanding of "the same status gets positive(Two negative gets positive)" is very limited,they only know the simple algorithm.Secondly,knowledge transfer is the most common method for students to understand and deepen knowledge,but using the previous knowledge is the most common phenomenon that causes students to misunderstand the rules.Thirdly,the factors that affect the students’ understanding of the multiplication rule of rational numbers are,the nature of knowledge;Students’ cognitive development level;The teacher’s teaching concept and teaching method.According to the research results,the following suggestions are put forward for the teaching of the multiplication rule of rational numbers:(1)Teachers can Create real life situations of the "rules" through examples and models when teaching.(2)In the teaching process,teachers neither blindly command students to memorize the rules mechanically nor excessively command students to understand at a high level.Instead,teachers should maximize the improvement of students based on their existing knowledge and cognitive level.(3)It is suggested that the teaching of the multiplication rule of rational numbers should be integrated into the history of mathematics.