Practical Research On The Effective Utilization Of Wrong Resources In The Teaching Of Decimal Arithmetic

The decimal arithmetic is one of the important contents of the fifth grade mathematics of the Sujiao Version.It has a wide application in daily life,which also lays the foundation for the further study of fractions and percentage of relevant knowledge.The formation of computing skills is an important goal of computing teaching,and the basic program and method of computing is the foundation of computing skills.However,the author found that students in the practical teaching of decimal arithmetic grasp the situation is not optimistic,concrete embodiment in the decimal master not firm,is to understand the concept,calculation rules of confusion and application in four aspects,such as lack of flexibility.Therefore,this paper aims to study the decimal arithmetic errors in teaching high school students often case,by analyzing the reason for the error,to find the right teaching strategy,concept,a clear understanding to help students to firmly grasp the decimal calculation principle,clear rules and flexible to use,and improve its ability to decimal arithmetic.The full text is divided into three parts,the first part is the introduction,the author from the requirements of mathematics curriculum standard,make full use of classroom generative resources to promote the present situation of teaching and students’ ability to decimal arithmetic thought three aspects this paper expounds the importance of research on this question;The second part respectively from several concept,decimal calculation principle,decimal calculation rules,the fractional error to the application of several aspects type of carding and find the cause of the error,then on this basis to explore the effective use of teaching strategy;The third part is conclusion and reflection.The conclusions are as follows:(1)In the teaching concept of the decimal,should be based on the psychological characteristics of students learning mathematics concepts and to achieve specific goals,after efforts to consolidate deepen,essentially to help students learn to understand concepts,clear learning objectives,focus on students’ starting point;Pay attention to build model,highlight the essence of concept;Make full use of resources and excavate teaching materials.(2)In the teaching of decimal calculation,students often have errors:basic arithmetic errors;Improper use of parentheses,confusion of operation symbols;Carry on addition,subtraction and subtraction control;The division is not clear.The strategies of effective utilization include:understanding and grasping algorithms;Design flexible practice;Strengthening the practice of oral arithmetic;Develop good computing habits.(3)There are four main types of mistakes that students often make in teaching decimal calculation:the problem of "0";Questions about the decimal point;Problems arising in the calculation process;Problems in writing.The effective strategies are:improve the estimation ability and give full play to the value of the estimation;Pay attention to detail and feel the rigor of mathematics;Looking for the wrong samples,mining the wrong resources,and making reasonable use of the resource value;Hold diversity competitions and play high school.(4)When teaching decimal calculation,students’ errors are mainly due to carelessness;The language comprehension ability of application problem is deficient;The effects of fear;The quantity relation is confused,divorced from the reality of life;Influenced by the stereotype.The strategy of effective utilization is to cultivate students’ ability to ask questions and solve problems.The difficulty of the proposed question should be appropriate;To guide students to correctly understand the conditions and problems in the subject;Cultivate students’ ability to solve problems from problems;To cultivate students’ ability to extract information from memory;Train the students to describe their own assumptions and how to solve them.