Investigation And Research On Arithmetic Ability Of Fifth Grade Students In Primary School

Arithmetic ability is the basis of solving mathematical problems,is one of the necessary core qualities of mathematics for primary school students,and is the key competence of student mathematics that primary school teachers must focus on cultivating as well.Against the backdrop of the new requirements made by the Party and the government for education and talent cultivation,the “Curriculum Standards for Compulsory Education Mathematics(2022 Edition)” lay stress on the demand for mathematics education in the compulsory education period to enable students to accomplish a purpose of “Three Capabilities”.The development of arithmetic ability is a momentous groundwork for the growth of mathematics competence,and it is beneficial to cultivate students’ meticulous scientific attitude,flexible and agile thinking quality and rational spirit of pursuing truth,it is of great significance to students’ future life adaptation and personal all-round development.Firstly,through reviewing relevant literature,this study basically understands the conceptual meaning,measurement method and research status of arithmetic ability.Secondly,according to Piaget’s cognitive development stage theory and the Mathematics Curriculum Standards for Compulsory Education(2022Edition),through the combination of tests,questionnaires and interviews,the current situation of the fifth-grade students’ arithmetic ability development in an urban primary school and a rural primary school in W County,Chongqing was investigated and studied respectively.Finally,quantitative analysis and qualitative understanding of the obtained data were conducted.On the basis of a clear understanding of the development level,existing problems and influencing factors of fifth grade students’ mathematical arithmetic ability,relevant countermeasures and suggestions were proposed to improve teachers’ mathematical teaching and enhance students’ arithmetic ability.The results of this research are as follows: Firstly,the general level of the fifth-grade students’ mathematical arithmetic ability is qualified,but it needs to be further improved.The total score rate of the arithmetic ability test is only 68.9%,and only 49.01% of the students whose arithmetic ability reaches Level 3;Second,there is no obvious gender difference in the computational ability of fifth grade students at all levels,and there is no distinctive difference at Level 1 between urban students and rural students,but there is a significant urban-rural difference at Level 2 and Level 3;Third,the main problems in the development of students’ arithmetic ability in fifth-grade students are weaknesses in estimation and oral calculation skills,lack of timely reflection on the summation of errors,irregularities in writing and answering,lack of review and checking of operations,insufficient ability in written multiplication and division,poor application of arithmetic rules and laws,lack of flexibility in arithmetic methods,and the need to strengthen the ability to apply contextualization;Fourth,the progression of fifth-grade students’ arithmetic ability is influenced by their operational habits,operational methods,operational interests and psychology,and is most affected by operational methods.Effective teaching activities are the benign unity of student learning and teacher teaching,for purpose of facilitating the development of students’ arithmetic ability,this research puts forward the following suggestions:(1)Consolidate the foundation of arithmetic,strengthen the application of understanding,it is mainly to improve the students’ proficiency in arithmetic;(2)Explore the operational principles and algorithms,train the study skills,especially to train the students’ thinking flexibility and awareness of the use of skills;(3)Cultivate good operation habits,standardize the responding procedures,and try to avoid low-level errors in the process of calculation;(4)Stimulate interest in arithmetic,improve students’ psychological quality,and actively guide them to generate interest and confidence in calculation.