How to improve the numeracy ability of primary school students

Computing is an important basic knowledge in primary school mathematics, which runs through the whole process of primary school mathematics teaching, and the strength of students' computing ability is directly related to their interest and effect in learning mathematics.

As a teacher, how to change the current situation that most primary school students have weak numeracy skills.

Let's talk about my personal views: 1. In teaching, it is necessary to enable students to understand and master the basic knowledge of computing, which is the premise of improving students' computing ability Primary school students often make mistakes of one kind or another due to various reasons in the process of calculation, and many parents and even teachers completely attribute it to their children's lack of seriousness and carelessness.

Actually, this is just one of the reasons.

The essence is largely due to the child's lack of comprehensive ability in computing.

For example, the basic knowledge of algorithms, operation properties, operation laws, calculation formulas, etc., is not mastered, or these knowledge cannot be used reasonably and flexibly.

Even if the child is very careful and serious in his calculations, he makes seemingly simple mistakes due to the lack of basic knowledge required.

In teaching, we should not rush to achieve results, but help students find out the reasons (such as not understanding arithmetic, not understanding the law, unclear nature, not being familiar with the law, not mastering the formula, etc.), check and fill in the gaps, clear the obstacles, and do a good job in the basic work for further learning calculation.

Second, in teaching, it is necessary to cultivate students' interest in computing, which is the key to improving students' computing ability.

Albert Einstein once said, "Interest is the best teacher".

How to Improve Students' Numeracy Ability In the process of teaching mathematics in primary schools, in the communication with peers, and in participating in the school's teaching and research activities, I found that the calculation accuracy of students is not high, and the basic ability is poor, which affects the overall development of students. Through various investigations, analyses, researches, and interviews, I have mainly found the following aspects: First, I have copied the wrong symbols and numbers.

The second is the error in oral arithmetic, and the third is the error in the law and the law, which causes the above errors, and the reasons are as follows: 1. Lack of concentration and carelessness. This is a disadvantage for most students.

The math test questions are relatively monotonous and abstract, which is difficult to attract students' attention, and there are many calculation questions. The numbers 0 9 are then arranged to form each number in the test question, like small ants dotted between "+, . The questions interfere with each other, so that the calculation is long, the students feel bored, and it is easy to make students fatigue and reduce their concentration, which often makes students copy the questions or calculate the wrong number.

Second, the formulas are confused, the calculation rules are not accurate, and the definitions and formulas are not understood. 3. Mechanical memory, lack of understanding. Do the test questions and review the questions.

The key to a calculation problem is to determine the order of operations and observe the operation symbols. Calculate what is counted first, then what is counted, review the question, and then start to calculate. However, some students lack the good habit of carefully reviewing the questions, resulting in incorrect calculations.

In the face of students' mistakes, how to improve students' computing ability and promote students' attention and memory has become a key focus of our teaching. In this regard, we have taken the following measures: 1. Cultivate a rigorous academic attitudeThrough vivid examples, students can know that mathematics is a profound science, which is very rigorous and thorough, and cannot be sloppy.

When the rocket is launched, if the decimal point is wrong, it will not be successfully launched. Make oral arithmetic cards to improve the accuracy Make mistakes into cards, carry out intensive exercises, and deepen the impression. 3. Carry out various competitions, such as "I am a future little mathematician", "Computing expert is me", "Oral Arithmetic King Competition" and other activities to make full use of students' sense of competition, stimulate students' enthusiasm for calculation, enhance students' self-confidence, and improve their computing ability. Teachers' expectations and treatment have an important impact on students' learning and intellectual development, in addition to the above measures, it is more important to capture the shining points of each student at any time, so that students have the freedom to express their own atmosphere, so that the interaction between teachers and students occurs in a harmonious and harmonious atmosphere, and the success of students in computing is praised and encouraged, and the failure is encouraged to try again, especially for students who often have problems, can not always use "careless, sloppy" This kind of words to ridicule them, should guide and help them find the cause, analyze the existing problems, and affirm each of their small progress in a timely manner, so that every student feels that I am the most favorite and most concerned student in the teacher's mind.

1. Background of the topic.

The Mathematics Curriculum Standards point out that mathematics is an indispensable tool for people to work and learn, and for everyone, learning to calculate well in primary school and forming a certain amount of computing ability is a lifelong benefit. Since the implementation of the curriculum reform in 2001, the calculation content and requirements of primary school mathematics have been greatly adjusted, a large number of cumbersome calculation contents have been deleted, and at the same time, the calculation requirements have been appropriately reduced.

In the fourth year of our school's trial of the primary school mathematics textbook, we obviously feel that the overall computing ability of students after the curriculum reform is not as good as that of students who used the old textbooks, both the accuracy of calculation and the habit of calculation have decreased, and the more calculation problems there are in the higher grades, which has caused obstacles to the development of students. Therefore, we propose this research topic in an attempt to explore more effective ways to improve students' numeracy skills through the use of new textbooks, so as to improve teachers' teaching methods of computing and students' numeracy skills. Second, the purpose of the research project:

Through the analysis of primary school students' mathematical computing ability, the countermeasures to improve the computing ability are sought, and the feasibility of the countermeasures is tested in practice, so as to improve students' computing skills, lay a good foundation for students' better development in subsequent mathematics learning, and build a teaching and research platform conducive to teachers' professional development with small topic research as the carrier. 3. Research Methods:

2. Survey and research method: Before the start of the experiment, the students' computing ability was investigated through the questionnaire, and the questionnaire was used to find out the students' existing computing basis. Process surveys are carried out during the experiment.

In the later stage, the effect survey, field testing and other forms are carried out to understand the current situation of students and the information fed back by teachers, so as to provide a basis for the implementation of the plan and make dynamic adjustments. 3. Case study method: through the analysis of typical wrong examples and lesson examples, find the essence of the problem, and study the effective strategy to solve the problem. 4. Experimental research method:

Under the normal teaching situation, two teaching classes are selected as research objects for each grade to conduct experiments, and after the research results are formed, they are then promoted on a large scale.

5. Experience summary method: through actual induction, testing and demonstration, the subject research report is formed. Fourth, the object and time of the study.

The study was conducted with fourth-year students over a period of one year. 5. Research Steps.