The Error Classification And Cognitive Analysis Of Pupil's Addition And Subtraction

The addition or subtraction of whole number is the foundation of all computation skills which the pupils should grasp, but also is the domain which the lower grade pupil frequently makes a mistake in particular. The related research abroad mostly focused on the type of mal-rule learned by the students, how it produce and uses the computer system to diagnose student's mistake, to carries on the directed teaching method to promote the student's knowledge grasping. The domestic correlated experimental research are extremely few, this research uses the questionnaire method to investigate the pupils' grasp situation of the addition and subtraction, induces its frequents error type, and uses the rule space model to analysis to the student answers pattern, investigate the student to the addition and subtraction knowledge grasping situation. The findings are as follows:1. The pupils' addition and subtraction error ratio is low, there is neither sex difference nor difference between zhuxinsuan and non-zhuxinsuan.2. The subtraction error ratio obviously is higher than the addition error ratio.3. Pupils' addition error is mainly in the carrying operation and the successive carry, there are few mistakes in the processing vacancy and vertical formula.4. Pupils' subtraction error is mainly in the borrowing operation and borrowing from zero or one, there are few mistakes in the processing vacancy.5. Analysis the third year students' answer pattern with the rule space model can carry on the classification to the student efficiently, the effective classified proportion achieves 87%, the majority of students have grasped the essential subtraction computation rules, however, they have certain difficulties in borrowing, borrowing from the zero, borrowing continuously and the processing vacancy.