Research On The Current Situation And Countermeasures Of "Fraction" Teaching In The Third Stage Of Primary School Based On Mathematics Core Literacy

Mathematics core literacy has become the focus of mathematics curriculum construction and teaching activity in current compulsory education.The new curriculum standard points out that it is necessary to strengthen the connection between the curriculum content and educational objectives,optimize the organizational form of content,and cultivate the basic mathematics literacy that citizens should have in modern society.The curriculum objectives of compulsory education are student-oriented,so that students can further master the necessary mathematical knowledge and mathematical thinking methods,develop mathematical practical ability and innovative spirit,form correct values,and finally obtain the core quality to adapt to the lifelong development."Fraction" is the key and difficult point of the whole knowledge system of primary school mathematics,and also an important carrier to cultivate the core quality of elementary school mathematics.This research takes fraction as the starting point to cultivate students’ mathematical core literacy from the perspective of symbol awareness,number sense,arithmetic ability and reasoning consciousness.The first part of this research clarifies the research background,research significance,core concepts and literature review.The second part disscusses the knowledge distibution of fraction content in the third grade of primary school,the characteristics of textbook arrangement and the infiltration of symbol consciousness,number sense,arithmetic ability and reasoning consciousness.The third part takes the students and some teachers in third grade of A Primary School in Hohhot as the research object.Designed and distributed questionnaires,test papers and interviews to understand the current situation of cultivating students’ fraction mathematics literacy in the third grade of primary school.The fourth part according to the survey results,the problems teachers have are as follows: The research of mathematics core literacy is not profound;The teaching objective of mathematics core literacy is not clear;The value of the content of fraction teachong is only superificial;The process of fraction teaching lacks students’ independent exploration and thinking;The emphasis on afterclass reflection of feactional teaching is not enough.The problems students have are as follows: Lack of number sense,used to mechanical calculation;Difficulty identifity the unit “1”in word problems;The contcept of fractions is not well understood;Lack of subjectivity in difficult reasoning problems.The fifth part analyzes the causes of the existing problems.The main reasons for teachers are as follows: Theching concept change is not timely;Neglecting communication with students;Lacking of understanding of the differences between individual students;Neglecting to cultivate students’ interest in fractional learning;Lack of systematic guidance of after-school reflection methods.The main reasons for stundents are as follows: Over-reliance on tempate-based problem solving strategies;Not mastering the correct method of learning fractions;Lack of interest in fractional learning;Lack of exploration of fractions in extracurriclar practice or reading.The sixth part puts forward the countermeasures: Teachers attach importance to learning accumulation and build a systematic knowledge system;Carefully organize the teaching process to ensure the quality of classroom teaching;Improve the teaching skills of fractions and enhance students’application ability;Focus on teaching reflection and evaluation,improve teaching ability.The penetration of fraction quality in the fractional teaching is conducive to the in-depth learning of students,the improvement of students’ mathematical ability,the formation of structured thinking and the cultivation of students’ excellent quality.This research analyzes the current situation of grade teaching in the third grade of primary school,and proposes corresponding countermeasures according to the existing problems,in order to develop students’ core mathematical literacy and promote their all-round development,committed to promoting the all-round development of students.