Study On The Cause Analysis And Countermeasures Of Elementary School Students’ Fractional Arithmetic Errors

Fraction is an important part of the "number and algebra" in primary school.Among them,the study of fraction operation is very important,which is an expansion of the integer operation and decimal operation previously learned.Especially,the fraction operation in the third learning section requires higher complexity and abstractness of thinking operation,so the study of fraction operation is very necessary.In this study,the literature related to "mathematical error","arithmetic and arithmetic ability" and "fractional arithmetic" was sorted out.By compiling a test volume of fractional arithmetic,the sixth grade students of W Primary School in Y City were taken as the research object,and text analysis was adopted to summarize the types of the sixth grade students’ fractional arithmetic errors,including:(1)knowledge error:the calculation results were not simplified;Error in converting mixed fractions into improper fractions;Improper use of fractional operation parentheses;Incorrect order of fraction operation and improper use of operation law;The unit "1" is unclear;"Volume" "rate" looking for difficulties,etc.(2)Operational error:the division format is not standard;A simple calculation error;The calculation process is incomplete.(3)Strategic error:improper scoring;Improper division;Easy to do and difficult to do.(4)Psychological errors:copying wrong symbols,numbers or missing copies;Not answering the question;Fear of difficulty,etc.Combined with interviews with teachers and students,the reasons for students’ mistakes are analyzed from the perspectives of teachers and students.Finally,according to the types and causes of errors,the author puts forward some feasible teaching countermeasures:(1)knowledge errors:Strengthen the teaching of the concept,meaning and basic nature of fractions;Optimize the arithmetic to get through the consistency of the operation.(2)Operational errors:strictly follow the standard of doing problems,improve the accuracy of calculation;Cultivate the habit of checking and reflecting carefully.(3)Strategic errors:Strengthen variant training and improve operational literacy;Help students analyze the reasons for mistakes and strengthen targeted exercises.(4)Psychological errors:Enrich the teaching methods of score calculation and stimulate students’ interest in learning;Overcome the psychological barrier,correct the attitude to do questions.