A Comparative Study On The Performance Of Primary School Mathematics Students With Learning Difficulties And Excellent Students In Solving Estimation Problem

Estimation ability helps to cultivate the agility and flexibility of students’ thinking and promote the development of students’ cognitive ability.my country’s mathematics curriculum standards also clearly point out the need to develop students’ ability to estimate.However,in the practice of estimation teaching,due to the small proportion of estimation content in primary school mathematics textbooks,teachers focus on developing students’ actuarial ability in teaching,ignoring the cultivation of students’ estimation ability.At the same time,the intensity and difficulty of estimation process thinking are higher.Because of accurate calculation,students have difficulty in estimating learning.At present,existing studies mainly focus on the comparative analysis of pure calculation estimation between students with learning difficulties and excellent students.There are few studies on situational application estimation,but there is a big difference between situational application estimation and pure calculation estimation.Therefore,on the basis of collating and summarizing the literature of previous studies,through the test method and interview method,the evaluation consciousness,estimation performance,estimation strategy,and evaluation standard of estimation results of students with learning disabilities and students with excellent learning situations are analyzed.The following conclusions are as follows: 1.The estimated grades of the academically gifted group are significantly better than those of the learning-sufficient group;2.The number of estimation errors and the number of error types in the learning-sufficient group are significantly higher than those of the academically gifted group,but there are similarities in the types of errors between the two types of students.3.Both the learning difficulty group and the learning ability group show diversity in estimation and representation strategies,but the two types of students have different preferences for different estimation strategies and the influencing factors of estimation strategy selection,and the best strategy of the learning difficulty group hits The hit rate was significantly lower than the best strategy hit rate of the excellent group.Aiming at the specific problems in the two types of student tests,corresponding teaching improvement suggestions are put forward from the aspects of understanding the essence of estimation,creating problem situations,using contrastive exercises,and emphasizing the teaching of estimation strategies."Tickets" typical estimation application questions as an example to carry out teaching optimization design,in order to provide effective teaching suggestions for front-line teachers,and at the same time provide more empirical data for the research on the estimation ability of students with mathematics learning difficulties.