Empirical Study On The Teaching Of Fraction In Elementary School Mathematics

Number concept is one of the important mathematical knowledge children should have. In the elementary school, mathematics mainly include the integer and the fraction, and the most essential source of the fraction is integer division, namely the expansion of the integer number system. Fraction is very important teaching content in the elementary school mathematics, but for pupils, fraction is also a very complex mathematical concept, students’ understanding of the fraction is not achieved overnight, teaching of fraction is also an important and difficult for teachers.In today’s fraction knowledge teaching, the teaching of fraction do exist many problems, teachers will not teach, students can’t learn well, it influences the students to grasp the concept of number difficultly. So, what is the problem in the students’ learning and teachers’ teaching exactly? Therefore, firstly, this study intends to sort out the emergence and development of the history and the existing research of the current teaching, to lay the foundation of this research through the literature method.second, to know the current situation of students’ fraction learning, in particular what are the problems in students’ grades through the test method; And through investigation to understand the current primary school mathematical teacher’s teaching level from two aspects of fraction and fraction teaching knowledge. Finally, through the analysis of the test and the results of the survey, this study will put forward the countermeasures and Suggestions of fraction teaching, and will emphasize the particularity and importance of fraction teaching through a simple theoretical analysis at the same time. The finally purpose of this study is expected to help teachers to better improve the score of teaching, and,help students to better grasp the knowledge of the fraction.