Investigation And Research On Fraction Calculation's Error Types Of Rural Primary School Student

Mathematical operation is an indispensable part of the whole mathematics learning career.Fractional calculating ability is a basic skill for fifth grade pupils.For pupils,the calculation of Fraction is not only complicated,but also difficult to understand.Therefore,pupils have a higher error rate in fraction calculation is higher.Firstly,on the basis of consulting relevant teaching methods of mathematics calculation in primary schools,this paper carries out fraction calculation tests for fifth grade students in rural primary schools(including the addition and subtraction of different denominators,the multiplication and division of fraction).From the test results,it is found that the average number of errors per person in fraction calculation is higher,and there is a clear correlation between the various types of questions;the error rate of test type of fraction multiplying and dividing integer or integral multiplying and dividing fraction is higher;there are more errors in the process of general fraction and reduction fraction;There are many cases of misreading and missing numbers and misreading operation symbols.This paper classifies and analyses the errors of students,and summarizes the causes of calculation errors by combining questionnaires and interviews with teachers and students.In addition to the characteristics of the test questions themselves and the students' basic knowledge,the correct rate of the students is affected.Moreover,students' interest in fraction calculation is generally not high,students' learning habits and psychological qualities also have a certain impact on the correctness of fraction calculation.This paper puts forward corresponding strategies from three aspects: teachers,students and textbooks,and strengthens the teaching of arithmetic so that students not only master arithmetic,but also understand arithmetic.We should grasp the basic knowledge and skills from the lower grades,and develop good learning habits.We should combine students' age characteristics and life experience to create interesting teaching activities in order to stimulate interest in learning.At the same time,emotional education should be infiltrated into learning to cultivate students' good psychological quality;the connection of score-related knowledge in textbooks should be closer,so that students can learn fraction knowledge more coherently.