Fifth Grade Students Knowledge Score Of The Wrong Type Of Research

This research is mainly about the actuality of fraction learning of Grade Five pupils and the types of errors they make while study. Together with talks, the author wants to point out the reason of making such kind of errors and come up with some corresponding strategies. Based on the fifth grade mathematics textbooks published by People’s Education Press in China, the author made a questionnaire about fraction. About553Grade Five students from Tianjin, both the rural and urban areas, participated in the survey. According to the analysis of the survey, the author gets the following results:First, according to the no-answer rate, the average no-answer rate of the conceptual part is higher than the fraction computation section; among the whole section of fraction conceptual part,"the links of fraction and division" module has the highest no-answer rate.Second, according to the wrong-answer rate, in the fraction conceptual part, the conception of "unit" ones get the rate, while in the fraction computation section, the mixed computing of addition and subtraction do.Third, according to the rate of errors:in the fraction conceptual part, the knowledge points from easy to difficult are as follows:the conception of average, the meaning of "quality" and "number" of fraction, equivalent fractions, the characterization of fraction, the conception of "unit", the estimation of fraction, the expression of a fraction on a line, the links of fraction and division; in the computing section, are subtraction of same denominator and different molecular, addition of different denominator and same molecular, subtraction of different denominator and same molecular, mixed computing of fraction.Forth, the overall average error rate is high, the current situation of fraction learning is not ideal, and urgent improvement is needed.Fifth, the error types in fraction conceptual part are: ignore the existence of the "unit", simplify or replacement of the "unit", over-emphasis on "equal" in "average", ignore the reference point below the line, mistake the molecular as the number, weak capacity of fraction estimation, no conception of dense of fraction, mixed conception of "quantity" and "number", can’t understand the link between "fraction" and "quotient of division", ect.Sixth, the error types in fraction computing part are:operator symbol errors, calculation errors, the result is not a simple fraction, get the wrong common denominator, errors in changing a integer into a fraction, errors in the exchanging between improper fraction and mixed fraction, etc.At last, based on the findings of the research and teaching practice of fraction in elementary, the author tries to come up with some corresponding strategies from curriculum, teaching and learning three aspects.