Research On The Current Situation Of Sixth Grade Students Solving Fraction Operation Problem

This study adopts literature review,testing,and interview methods,and utilizes SOLO classification theory to divide students’ score calculation levels.The following research conclusions are drawn:First.The current situation of sixth grade students solving fraction calculation problems:Most students are at level one in solving fraction calculation problems.Specifically,in fractional operations,students can easily understand mathematical concepts and correctly execute the calculation process;In the application of fractional operations,students can correctly represent unit "1" in simple situations and apply operational knowledge to solve problems correctly.Secondly,students’ problem-solving performance in fraction operations is better than that in fraction operation application problems,and the two dimensions are interdependent and significantly correlated.In addition,students from different schools have smaller differences in solving the dimension of score calculation,while there are significant differences in the application dimension of score calculation.Second.The types of errors that sixth grade students encounter when solving fraction calculation problems:In the operation of fractional addition and subtraction,students have errors in simplifying,searching for least common multiple,and applying fractional addition and subtraction;In the operation of fraction multiplication and division,students have problems in the application of calculus,multiplication and division,operation rules,and shelving of formulas;In the mixed operation of fractions,students have mistakes in applying the law of multiplication allocation,and in interchanging decimals with integers and fractions;In the application of fractional operations,there are errors in the representation of unit "1",the understanding of the basic properties of fractions,and the use of multiple methods to solve problems.Third.Reasons for sixth grade students’ mistakes in solving fraction calculation problems:In terms of cognition,students are not accurate in finding the least common multiple or the greatest common factor,not proficient in mastering the algorithm and operation law,wrong understanding of the concept of fraction and poor understanding of arithmetic.In terms of thinking,there are some reasons for students’ thinking set,weak sense of number,poor reading comprehension and inflexible problem-solving ideas.In the psychological aspect,there are some reasons for students’ operation to have psychological resistance,weak will to solve problems and sloppy operation.