A Comparative Study On The Problem Solving In The Problem Of Primary School Mathematics

Mathematics is the basis of the elementary education subject, meanwhile problem solution is one of the important contents of mathematics education, and for the elementary school students, it is important and difficult to solve practical problems in mathematics. The research on the ability to solve the practical problems has long been regarded as a core problem of solving mathematical problem in the elementary school. That is why it is difficult to learn mathematics in primary school. Although people have made great achievements in the research on solving mathematical problems, it is still relatively weak in the research on what the students in primary school represent in solving the mathematics problems. In reaction to the phenomenon, this paper adopts the oral report method, problem solving is compiled in material, the primary school grade four learning difficulties students’ mathematical problem solving model, the types of problem representation of time, characterization, the effectiveness of different properties and problems of property differences were studied and discussed, such as controlled learning excellent students’ problem representation at the same time, compare 2 kinds of students’mathematical problem solving characteristics and types of differences. The results are as follows.1.The mathematic problem-solution process for elementary school underachievers is in line with the general procedure of problem-solution;The mathematic problem-solution process for elementary school underachievers generally experienced the four mathematical operations, containing the awareness of information, problem representation, and seeking solutions, which are in line with the general procedure of problem-solution.2.The different time which the outstanding students and underachievers spend on the problem representation;From the point of the time of problem representation, underachievers spend most time on the problem representation in the process of problem solving. In conclusion, underachievers are willing to spend time on the problem-solution representation.3. lack of effectiveness in the problem representation for underachievers;From the type of problem representation, underachievers mostly adopted former representation, number representation, and relationship representation. The two formers lack effectiveness4.The poor accuracy of solving problem of the underachievers;Unable to correctly represent the problem, underachievers will make more mistakes in problem solution.5.The significant differences in the problem representation for underachievers for the different natures of the problems.Underachievers are not familiar with the problems and the problems become more difficulty. On the one hand, underachievers will spend more time on the problem representation; On the other hand, the representation for underachievers is gradually monotonous.