Research On The Status Quo Of Discontinuous Text Learning In Fourth-sixth Grade Mathematics

In the mathematics teaching material of statistics,the statistical figure,function,geometric sketch,graphical text,image coordinates of the map,the statistical table,line segment and the set figure,"the emergence of discontinuity text" meet the development of the information age demands,is intuitive,simple,strong generality,the characteristics of strong practicability and closely connected with social life,Has become an extremely important content in primary school mathematics.Deep learning of "non-continuous texts" of mathematics can build a bridge connecting mathematics and life for students,and provide new power for further learning of mathematics.At present,the research on mathematics "discontinuous text" is not systematic enough,and scattered research is not enough to provide strong theoretical support for primary school mathematics teaching.In order to understand the current situation of non-continuous text learning in fourth to sixth grade mathematics,this paper,on the basis of previous studies,conducted an investigation and research by means of tests,questionnaires and so on.The survey found that the overall learning situation of non-continuous text in the fourth to sixth grade of mathematics in Y Primary School was not very satisfactory.The fourth and fifth graders are slightly worse,and the sixth graders are slightly better in all aspects of non-continuous text learning in mathematics.At present,there are some problems in learning non-continuous text of mathematics,such as lack of interest,deviation of understanding,lack of solid mastery of knowledge and low ability of interpretation.In view of these problems,this paper puts forward some countermeasures from the aspects of cultivating students' interest in learning mathematical discontinuous texts,improving students' correct understanding of learning mathematical discontinuous texts,consolidating students' knowledge base of mathematical discontinuous texts,and improving students' ability to interpret mathematical discontinuous texts.