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1、1Calculation error cases to find an effective strategyAbstract: The calculation of teaching elementary school mathematics teaching is the top priority. By a survey in recent years, ubiquitous computing students in lower grades is slow, the phenomenon of a high error rate. On the surface, it seems th
2、at the carelessness of students , perfunctory, and other causes are not serious, careful analysis, in fact, there are deeper reasons. This article cites lower grades often occur in the calculation of some of the wrong cases, outside to the inside, from the phenomenon to the nature of in-depth study
3、and identify strategies to effectively improve the computing power of low-grade students. Keywords: Primary low-grade computing power of an effective strategy for the wrong cases Calculation teaching is an important part of mathematics teaching. Curriculum, we have found that the calculation of the
4、low level of students varies, often there will be this or that mistake. How to improve student computing capacity? End, I collected the students fault cases, in-depth analysis of 2the substantive reasons to think and to prescribe the right medicine to improve their computing power. First, the lower
5、grades in the common problems of teaching computing and analysis In actual teaching, I found that teaching the lower grades calculated with the many problems exist, so I use some calculations to help students solve problems of teaching strategies, is a simple analysis, to discuss with you. (A lack o
6、f responsible and meticulous attitude of learning 1. The wrong cases 16-8 - 19-8 6 6 = 1 12-8 = 10 16-6 = 8 2. The wrong cases General questions parents and students that the calculation error was mainly due to carelessness, and some students have to “sloppy” as a “routine.” In fact, the reason one
7、hand, the childrens physical and mental development is still not mature enough, on the other hand because there was no develop good study habits. If the wrong cases , low-grade students generally perceive things, fuzzy, poor sense of purpose, and sometimes the observation is not specific, only to se
8、e the rough outline, but left out some details, 3copy number or operator error led to symbols, and even do leak problem, resulting in calculation errors or test runs. wrong cases , some students are doing when the anxious question, there inexplicable error. analyze the reasons, first, when a small n
9、umber of formula is simple, easy to produce “underestimate the enemy” thinking, and second, when the number of large, complicated calculation, but also produces boredom. Thus, they often did not see the subject in a hurry write, do not check or no check done no wrong and so on. (B operator is not re
10、asonable and thorough understanding of the laws 1. The wrong cases 64-29 = 45 73-48 = 31 95-55 = 30 50-32 = 22 57 - 18 = 36 6473955057 - 29 - 48-55-32-18 4531302236 12 3 = (4) 2 72 (9) = 3 3 2. The wrong cases Curriculum standards emphasize “teaching focuses on computing count reason”, the students
11、calculated according to management, control law, then the guidance law calculations. seen from the wrong cases, students do not understand the operator through the management and law, a bit “4 - 9 “not cut back from ten” 1 “, no one can get rid of the ten” 1. 4“abdicated generally considered to be f
12、orgotten, but I think it is not established in the minds of students abdication of the” model “does not understand 1 from ten back after a bit to be considered by a few dozen. wrong case , a bit is the addition calculation, ten is the subtraction calculation, students operator confusion. wrong cases
13、 , expressed as a bit “5-5” enough to cut, but also back a ten, the students to “step down” and “step down” confused. wrong cases , written calculation when the minuend and subtrahends a bit less wrong, operators become “7-0 = 7 “habitual use of the second number by the first number. wrong cases , 2
14、0 within the subtraction did not remember the simplicity of abdication,” 17-8 = 6 “should be” 17-8 = 9. “ be thinking wrong patients potential impact, the students do not understand the meaning of the equation, often to the left or right thanks to a number directly filled into the () inside. reposte
15、d elsewhere in the paper for free download http:/Second, improve the ability of students to calculate the effective Strategy (Calculated to stimulate students interest in a Interest is to learn the inner driving force, is the foundation of learning. Calculations are 5tedious, to train students inter
16、ested in computing, arouse their enthusiasm to learn, first of all to motivate students to calculate interest. 1. With the use of science to make management aware of mathematical calculation. In calculating teaching the lower grades, I use school grounds with about clearing to reveal the laws of computation, computing education will become a lively and colorful. The students as freshmen, has been able to add
