Study On The Teaching Strategies Of Fraction Concept In Primary School Based On APOS Theory

Fraction concept is the key point of the development of number field in primary school students.At the same time,fraction concept is the dividing point of whether students feel difficult in the learning process of primary school,and it is also the starting point of mathematical thinking into the primary school.Because of the abstractness and particularity of fraction,students encounter many difficulties in the process of learning fraction.In recent years,the theoretical research and teaching research on the concept of fractions have never stopped,which shows that students still have many difficulties in learning the concept of fractions,and teachers also have many problems in the teaching of the concept of fractions.In view of the importance and difficulty of the concept of fractions in elementary mathematics.This research takes the elementary school fraction concept teaching inquiry as the main topic,carries on the research and the reflection.Based on the test tool to interpreting level of fraction concept,the work mainly through classroom observation m,literature analysis,interview and questionnaire to do four aspects of work.The first is to use APOS theory to refine the concept of fractions into four stages,and preliminarily analyze students' interpreting level of the concept of fractions.The second is to explore the influence of different grades,different genders and different seating orders on the concept learning of fraction.The third is to analyze the reason why students have difficulty in learning the concept of fractions.The fourth is to put forward teaching strategies to promote the understanding of fractions.This study selects fifth grade students and sixth grade students of the May 4th system as the research object,and the survey results show that the elementary school students' understanding level of score concept is hierarchical,with some differences.On the whole,students have a shallow interpreting of the concept of fraction,and the first problem is the difficulty in interpreting the meaning of fraction.Different grades have influence on the understanding of fraction concept,but different gender and different seating order have no significant influence on the understanding of score concept.On the basis of the research,the teaching strategies to promote the interpretiong offraction concept are put forward.Through the analysis,it is found that both teaching and learning are limited to each knowledge point level of the fraction concept,and the fraction concept is not constructed systematically.With the help of APOS theory,this study constructs the concept of fraction in four stages,and gives corresponding teaching suggestions and teaching design.Its significance lies in the systematic construction of the concept of fraction in primary school,providing new ideas for the teaching of fraction concept,providing reference for the scientific research of the concept of fraction teaching in primary school and the teaching practice of mathematics education.