How to improve primary school students’ poor calculation ability

Arithmetic ability can be said to be the most important ability in primary school mathematics, and it is also the core of mathematics teaching. Cultivating students\’ abilities in this area in education and teaching is not achieved overnight. It requires teachers to combine the teaching content and students\’ learning characteristics step by step. Cultivate in a targeted manner. Below, I will analyze the methods and strategies for doing relevant teaching work based on my own experience. 1. Characteristics of primary school mathematics core competencies and operational abilities. Analysis of the hierarchical nature of operational abilities. In the history of the development of mathematics, computing ability often develops from simple to complex, from concrete to abstract, and from low-level to advanced. Analysis combined with primary school mathematics textbooks can reveal that students are first exposed to addition and subtraction, followed by multiplication and division. method, and as the learning time increases, the difficulty of learning knowledge increases, and knowledge gradually shows a trend of complexity, with mixed operations, fractional calculations and other methods appearing. The latest and most complete 2023 [Kindergarten, Junior High and High School] premium VIP course catalogs from famous teachers in various disciplines on the entire network, click to view now! For students, if they do not master the calculation of integers, it will be difficult to master the calculation of decimals. The cultivation of core mathematical competencies and computing abilities at the primary school level can be divided into three different levels, namely: first, the accuracy of calculation, which is the basic requirement for calculation; second, the calculation is reasonable, simple and rapid, which is important for calculation. Students\’ learning puts forward relatively high requirements; the third is calculation skills and flexibility. Students mastering this ability is usually a requirement when students enter the upper grades of elementary school. For students, the acquisition of computing ability requires them to realize the importance of improving computing ability, be able to flexibly raise their computing skills to above the level of ability, and closely integrate computing skills with development thinking. In addition, it is the comprehensiveness of computing power. The acquisition of students\’ computing ability is inseparable from the learning of specific mathematical knowledge. After students master the calculation methods of addition, subtraction, multiplication and division, they can apply them to the calculation of the perimeter and area of ​​geometric figures. The acquisition of computing ability is inseparable from memory ability, observation ability, understanding ability, association ability, expression ability, etc. For students, in order to truly master computing ability, students need continuous training and long-term accumulation. 2. Problems existing in cultivating primary school students’ mathematics core competencies and computing abilities 1. Students’ perceptions are relatively general When cultivating primary school students’ computing abilities, the author found that students’ perceptions are relatively general. They only pay attention to surface phenomena and individual characteristics when calculating, and they are not careful enough when reviewing questions. For example, when completing the homework assigned by the teacher, the students did not copy the questions carefully enough and copied the wrong numbers, resulting in inaccurate final calculation results. At the same time, many students have bad writing habits. For example, when writing, they do not know what the numbers written in the exercise books are, leading to calculation errors. 2. Knowledge interferes with each other and lacks systematicity. After students enter higher grades, the learning difficulty will continue to increase. After learning the addition, subtraction, multiplication and division of integers, students will be exposed to the addition, subtraction, multiplication and division of fractions and decimals. When students do not have a strong grasp of knowledge, they may confuse addition, subtraction, multiplication and division, especially mixed operations.Remember the calculation rules, or in vertical calculations, there is no alignment between the digits and the tens digits, which can easily lead to calculation errors. Secondly, knowledge lacks systematicity. The learning of mathematical operation knowledge is a coherent process, and the knowledge content and learning difficulty are also constantly changing. When learning, there are certain differences in students\’ abilities and levels. Some students have relatively weak learning abilities, and the previous knowledge has not been fully internalized into their own knowledge. This will make later learning more difficult, such as when learning to add fractions with different denominators. When subtracting, due to a weak grasp of the previously learned knowledge of finding the least common multiple, it is difficult to quickly find the common denominator when dividing, making calculations more difficult. In addition, there are some students who do not have a good grasp of basic arithmetic, which can easily bring unnecessary obstacles to their learning. Excellent primary school mathematical thinking training questions [knowledge explanation + example analysis] 3. Strategies for cultivating the computing ability of primary school students\’ mathematical core literacy 1. Follow the students\’ perception rules and cultivate students\’ computing ability. Primary school students are relatively young, and their thinking mode is mainly intuitive thinking. , abstract thinking ability is relatively weak, which also makes their perception general. In the process of perceiving mathematical knowledge, students\’ unintentional and emotional performance are relatively obvious, and they are not good at making their perception flexibly obey the prescribed tasks and tasks. requirements, which also invisibly increases the difficulty of cultivating students\’ computing abilities. In view of students\’ learning characteristics, during teaching, the author believes that teachers can follow students\’ perception rules and cultivate their computing abilities. For example, when students are doing questions, teachers require them to read the questions carefully and review them carefully, and in the process cultivate students\’ good thinking ability. Calculation habits, eliminate external interference on their learning when doing calculations, and improve students\’ calculation ability. 2. Help students develop good computing habits. Cultivating students\’ good computing habits will benefit a person throughout his life. When cultivating primary school students\’ mathematical computing abilities, it is also necessary to help them develop good computing habits. Calculation habits mainly include writing habits, question review habits, and calculation habits. The first is writing habits. During teaching, teachers should set an example by writing operational symbols and numbers in a standardized and neat manner on the blackboard, guide them to write in a standardized manner, ensure that the homework books are clean and tidy, and do not erase exercises at will and correct them. Bad habits in writing. At the same time, students should also be guided to develop good question review habits. When doing questions, be careful not to start calculating immediately after seeing the question. Instead, they must carefully review the question first, read the question clearly, and clarify the order of calculation, such as mixed operations with parentheses. , you must first calculate the formulas in the brackets, and then perform calculations according to the calculation rules of addition, subtraction, multiplication and division to ensure the accuracy of the calculation results. Finally, in order to ensure the accuracy of calculation results, students should also be helped to develop the habit of checking calculations, which can effectively improve the accuracy of calculations. 3. Help students sort out and cultivate their computing skills. Arithmetic is the core of whether students can calculate correctly. When they first come into contact with computing knowledge, students may find it novel and interesting, but after a while, students may find computing boring. It\’s boring, a bunch of numbers calculated over and over again, nothing new. In teaching, many teachers oftenOften we only focus on teaching students how to calculate, but they neglect to let students understand the fundamental reasons for calculating using the calculation methods explained by teachers. Therefore, it is extremely necessary to do a good job in arithmetic teaching, which can help students better understand and master relevant knowledge and truly \”know why.\” For example, when learning to add and subtract fractions with different denominators, students need to understand why fractions with different denominators cannot be added and subtracted directly like fractions with the same denominator, and help them understand the reasons for common denominators before addition and subtraction, and master the principles of common denominators. method. When teachers explain calculations clearly in teaching, students can see the essence clearly through phenomena, understand the reasons and strategies of various calculation methods, and ensure the correctness of students\’ calculations. 4. Establish a set of wrong questions to cultivate students\’ computing ability. Since primary school students are relatively young and are affected by factors such as cognitive rules and age characteristics, in education and teaching, although teachers have always paid great attention to the cultivation of students\’ computing ability, and have taken A variety of measures, but in fact students still make various errors when calculating. In order to better help students understand relevant knowledge and improve their computing skills, the author also tries to guide students to establish wrong question sets when teaching, allowing students to record the questions they often get wrong in their wrong question books, and classify them. Sort it out so that they can reflect on why they made mistakes in a timely manner when studying, what are the reasons for the mistakes, whether it is because they have a weak grasp of the knowledge points, or because they made the mistakes because of carelessness. Teachers can also regularly comment on students\’ wrong problem sets and analyze whether their computing abilities have improved after applying the wrong problem sets, so as to better play the role of the wrong problem sets and mobilize students\’ interest in learning so that they can Learn computing knowledge with a more positive attitude and promote teaching innovation and development. In short, the cultivation of computing ability in the core competencies of primary school mathematics does not happen overnight. It requires teachers to combine students\’ learning characteristics and computing learning content, flexibly arrange teaching content, help students develop good study habits, and cultivate students\’ computing skills. At the same time, we can improve their comprehensive mathematical literacy and promote the all-round development of students.