Research On The Application Status And Countermeasures Of Equation Thought In Mathematics Teaching Of Senior Primary School

Mathematical thought is the essential understanding of mathematical knowledge,which represents a mode of thinking and an operation technique to guide students to transform practical problems into mathematical problems and use knowledge to solve problems.Although the primary school stage of learning knowledge is not profound,but also contains a lot of mathematical ideas,so the new curriculum reform of the primary school mathematics teaching to make new provisions,requiring mathematics teaching not only to impart basic knowledge,but also to pay attention to the development of students’ mathematical thinking.The idea of equation is one of the core concepts proposed in the "Full-time Compulsory Mathematics Curriculum Standards"(2011 edition).Although the content takes up a small proportion in primary school,it provides a new idea for students to solve practical problems and lays a foundation for math learning in junior middle school.This requires teachers to permeate the idea of equation in time in the teaching process,and students to understand and form the idea of equation through practice.However,in the actual teaching application,many teachers are not aware of this point,and students’ awareness of applying the idea of equation is also relatively weak.Therefore,only by comprehensively understanding the application status of equation thinking in mathematics teaching of higher grades in primary schools,finding out problems and understanding the reasons behind them,and on this basis,putting forward targeted improvement strategies,can the equation thinking play a better role in mathematics teaching.Based on the above background,the research results and current situation of domestic and foreign related equations and equation ideas are summarized,the relevant theoretical basis is sorted out,and the research methods are selected.This study with A,B two schools in grade five and six students and mathematics teacher as the research object,using literature research,mathematics test method,interview method and observation method combination of study from the following aspects:level five or six years students used equation problem consciousness,the cognition to the equation,teacher’s understanding of equation of thoughts and penetrating consciousness.Through the investigation and study found that students apply equation problem consciousness is weak,the thinking of solving equations is not clear,student equation modeling obstacle,teachers seepage equation thought consciousness weak,through further analysis found that the causes of these problems are: arithmetic mind-set,equation thought problem solving advantage not outstanding,the student practice of solving the lack of system,teachers’ understanding of equation thought was not enough.In view of these problems,combined with the teaching experience of excellent teachers,the corresponding solutions are put forward: strengthen the symbol consciousness to break the thinking stereotype,highlight the advantages of the equation thought through comparison,optimize the equation teaching based on the equation thought,and dig the equation thought deeply based on the subject teaching knowledge.The aim is to provide reference for the front-line teachers,and then can better realize the innovation of mathematics teaching.