A Study On Elementary School Mathematics Fraction Unit Teaching Based On Big Idea

Fractions,as the key content in the field of mathematics and algebra in elementary school,are of great value for the cultivation of core mathematical literacy.However,there are many difficulties in the specific teaching and learning of fractions.Therefore,fractional teaching deserves further study.Taking fractions as the study topic,and taking big idea as a theoretical perspective of fraction integration and unit teaching as a practical path to improve fraction teaching.Domestic and foreign students have certain difficulties in fraction comprehension,fraction operation and fraction application.The survey found that the current fractional teaching has problems in different dimensions.On the one hand,in the four dimensions of the concept,representation,operation and meaning of fractions,students do not have a clear knowledge context for the multiple meanings of fractions.In terms of the representation of fractions,it is easier to understand and therefore easier to learn.In fraction operation,students can master the calculation methods and skills;however,there are certain problems in the understanding of arithmetic,and many students are only proficient in calculation methods.From the perspective of the reasons,one is the fragmentation of fractional knowledge learning,which fails to form a knowledge network;the other is the superficialization of fractional knowledge learning,which fails to achieve deep understanding.On the other hand,students also have difficulty in deep comprehension of fractions.The analysis found that primary school students also have certain difficulties in understanding the essence,connotation,meaning,arithmetic,unit quantity,and comparative quantity of fractions.In addition,teachers’ professional knowledge and teaching methods also have certain problems.For example,some teachers are not deep enough in the breadth and depth of fraction knowledge.Therefore,teachers’ subject professional knowledge and classroom teaching methods are all important factors that affect students’ learning effect.Aiming at the problems existing in the teaching and learning of fractions,with the guidance of the big idea theory,the integration of fractions is carried out,and the teaching of fractions is improved by combining unit teaching.With the combination of big idea and unit teaching,try to promote the improvement of fractional teaching dilemma.Big ideas can take root for the core literacy of disciplines,provide new thinking directions,and become a new teaching and research perspective.The big ideas can point to the implementation of the core literacy of the subject,and the fractional unit teaching under the big idea can promote students’ acquisition of mathematical concepts.Therefore,from the perspective of the subject unit knowledge of fractions,four major concepts of fractions,namely,the recognition of fractions,the representation of fractions,the operation of fractions and the meaning of fractions,are put forward comprehensively.Taking the understanding of fractions as a large unit teaching case,and guided by reverse design,four class hours under the "understanding of fractions" were designed and practiced.In addition,a primary school mathematics teacher conducted classroom teaching and video recording of the four lessons.Through classroom observation of fractional teaching videos,guided by the evaluation criteria of reverse design,reflections and summaries are carried out from three aspects: students,teachers and teaching content.Through observation and analysis,the following conclusions are drawn: the big ideas theory improves the integrity of fractional unit teaching,the fractional unit teaching under the big idea enhances the relevance of knowledge,and the unit teaching under the big idea promotes the optimization of the fractional dilemma.The integration of large units is conducive to enhancing teachers’ in-depth understanding of fractions,and also conducive to promoting students’ understanding of fractions.From this,we draw inspiration,pay attention to the integrity and relevance of unit teaching design,pay attention to the comprehension and transferability of subject knowledge learning,and mobilize the initiative and enthusiasm of students in classroom learning.