The Types Of Errors And The Main Causes Of Errors In Learning Linear Equation In One Variable

The linear equation in one variable is the basis of the equation learning,and it is also the bridge between the students from arithmetic thinking to algebraic thinking.Through the study and analysis of the types and the main causes of errors in learning linear equation in one variable,students can understand the defects in the original mathematical knowledge structure,and it also can help to improve the students' cognitive structure;for teachers,it can not only deepen teachers'understanding of students,supplement teaching materials,but also impro've teaching efficiency and targeted teaching.The purpose of this paper is to study the types and the main causes of errors in learning linear equation in one variable,and to put forward teaching Suggestions.This research mainly adopts literature research,survey methods,interviews and classroom observation,the date of error types collected through assignments and test,furthermore,the error motivations are analyzed from teacher interviews.In the process of research,one of the two classes is an experimental class;the other is a parallel class.The author hopes to use data to analyze the learning motivation and the effect of mathematics learning beliefs,so as to emphasize the importance of emotional attitude and values in math learning.According to the research,the author proposes the following 11 types of error types of one-dimensional equation:(1)the error occurred during the transfer.(2)calculation error(3)the negative sign is omitted or redundant.(4)omission,multiple or misreading.(5)when the coefficient is 1,the divisor and the dividend are reversed.(6)when you go to parentheses,use the multiplication assignment rate to make a mistake.(7)when going to the denominator,divide the lowest common multiple with the nearest denominator.(8)in the denominator,the numerator is not considered as a whole.(9)when the denominator is in the denominator,the least common multiple is not included in the denominator(10)the fractional nature is confused with the equation.(11)compound errorThe author believed that the reasons for the error can be divided into objective and subjective reasons,and one of objective reasons is teachers' teaching methods,the subjective reason is mainly divided into knowledge competence,motivation,learning habits from three aspects of the analysis.The knowledge competence level includes four factors,such as misunderstanding of mathematical concepts,confusion of mathematical thinking,weak computing ability,and unconsolidated cognitive and metacognitive skills.The bad learning habits include writing habits,thinking patterns and reflective habits.Finally,the author puts forward some suggestions on teaching,including strengthening the understanding of law,strengthening arithmetic thinking to algebraic thinking,and encouraging students to set up errors and so on.