A Study On The Understanding Of Place Value Concept Among Second Grade Primary School Student

Understanding the concept of bit value is one of the goals of mathematics curriculum,and it is also an important research content in the field of mathematics education research.However,a large number of studies at home and abroad have shown that students still make many mistakes after learning bit valued concepts,and they have not successfully completed the "transformation" of concepts,which means that teaching has to some extent failed to promote students’ deep conceptual understanding.Understanding the concept of bit value is very important for students to gain a good sense of number,estimate,understand multi bit operations,and develop computational abilities.Lack of understanding of the concept of bit value in the early stage can have a negative impact on more complex computational processes in the future.In response to this practical problem,the study focuses on the current situation of the understanding of bit value concepts among secondary school students,focusing on how to promote the formation of bit value concept understanding among students.The main contents include: clarifying the basic connotation and characteristics of conceptual understanding,preparing test papers that can measure students’ bit value concept understanding based on the characteristics and knowledge dimensions of bit value concepts,and exploring effective strategies for teaching bit value concepts to promote conceptual understanding.By combing and integrating current domestic and foreign literature,this study combed out the four knowledge dimensions of bit value concept understanding: location knowledge,group knowledge,segmentation knowledge,and numerical correspondence knowledge.Based on the previous thinking framework,the "Test Paper for Bit Value Concept Understanding of Primary School Second Year Students" was prepared.188 second year students were tested in the classroom,and their answers were analyzed using SPSS software,Some of the test questions are presented in the form of two-stage measurements to understand students’ answers In order to supplement the shortcomings of the test paper,the following research conclusions are drawn based on the above analysis:(1)The overall level of students’ understanding of bit value concepts is good,but there are significant differences in knowledge dimensions.(2)The first thing students master is counting and counting,while the weakest is approximation.(3)Students perform relatively poorly on non adjacent digit conversion and atypical segmentation topics.(4)Problem representation and context affectstudents’ understanding and application of positional knowledge.(5)There is a significant correlation between students’ understanding of bit value concepts and their computational abilities.Aiming at the existing problems,the research puts forward the following suggestions: Firstly,consolidate the basic knowledge of bit value concepts and promote in-depth understanding of bit value concepts;Secondly,cultivate students’ reverse thinking and sense of number,and promote their cognitive development of the concept of bit value;Thirdly,using teaching aids to help students understand non adjacent digit conversion and atypical segmentation knowledge;In addition,it is necessary to analyze the composition of the problem and help students form a correct representation of the bit value concept;Improve students’ computational ability and promote their understanding of the concept of bit value.