Investigation And Study Of Present Situation About Decimal Knowledge In Primary School

According to the investigation, study showed that there were many problems in decimalknowledge learning and mastering among pupils, so the research on it was of greatsignificance.Therefore, the author designed the test of a decimal counting systematic knowledge,operation rule knowledge, expression of decimal number based on the textbook published byBeijing Normal University. Through the results’ analysis of testing and interviewing thepupils of the fourth grade in a primary school, the conclusions are as follows:1. The fourth grade pupils’ mastery of the most decimal knowledge was good, but notideal for certain knowledge. In the course of learning it, the pupils easily confused theknowledge of decimal and integer and fraction, resulting in incorrect concept.2. In decimal discrimination, the pupils easily confused that numbers’ values were equal,while number counting units were different. In addition to it, decimal place was easilyaffected by the integer place; reading and writing of decimals was easily influenced by "0"and often misses “0”. They often made more mistakes when clustering.3. The pupils would compare magnitude of decimal numbers well; however, they areaffected by integers to make mistakes. For “fractions-to-decimals”, the overall performance ofstudents was worse on “decimals-to-fractions" comparatively. In vertical calculation of addingand subtracting, it easily made mistakes such as alignment of number places when doingcalculation of adding and subtracting. In the case of subtracting, the fact that the result is notdecimal number often occurs, such as “0” as the first place of integer. When multiplying anddividing, the pupils may make more mistakes because of the moving rule of decimal point. Inthe calculation of division that how many decimal numbers should be remained, there weremore mistakes easily occurred in the vertical calculation that the pupils only calculated thecurrent digit but next one, and then remained decimal number according to the rule of “round”.For density, teachers mentioned less in learning, but the pupils performed very well.4. The pupils had a better performance on image representation, but carelessnesssometimes occurred in counting small squares; dissolving compound numbers with singlenumbers did better than dissolving single numbers with compound numbers. If the pupilscan’t master the ratio between numbers’ units well, mistakes were also easily made.In the end, some suggestions are put forward based on the above conclusions.