The Analysis Of The Operational Difficulties In Junior High School Students' Mathematical Learning

"Standard Of New Curriculum For Mathematics"emphasize: what students learn should be practical, meaningful and challenging. It should encourage student to observe, to experiment, to surmise, to verify, to communicate. To practice, to explore, to cooperate and communicate are the important ways of learning mathematics."Problem is the key of learning Mathematics."The operational problem can lead students to experience the process of observing, operating, experimenting, surmising and verifying. Meanwhile, it can improve students'practical ability, develop their awareness of space and rationality, inspect students'ability of observing, experimenting, concluding, exploring, and reasoning.To explore and sum up the connotation, category, the operational difficulties and teaching strategies possess applied value. It is advantageous to guide teaching, to provide a source for other teacher, thus to improve teaching quality.This research is based on my own teaching practice. The conclusion draws from quantitative analysis of the result of the questionnaire, the test on mathematics operational difficulties, the sample survey and interviews of students from two junior middle schools (four campuses) in Wenzhou. It focuses on the quality research combined with literature review method, interviewing method and questionnaire method. The conclusions go as follow:Ⅰ. Most students show interest in mathematics, though they only have a vague understanding of operational problems. There are gaps between students on the understanding of the operational problems. Students don't have enough confident in solving operational problems and prefer to apply pattern recognition in solving them.Ⅱ. There are four types of mistakes in solving operational problems: intellectual mistakes, operational mistakes, strategic mistakes and mental mistakes.Ⅱ. There are three courses of the mistakes in solving operational problems: the characteristics of operational problems, teachers and students. The key factors of these courses is in students:①students'thinking mode;②students'storage of knowledge ;③s tudents'reading ability;④s tudents'accumulation of problem-solving methods;⑤students'interest, attitude and confidence towards leaning mathematics.Ⅳ. This paper raises teaching strategies in four aspects: enhance geometry ruler construction; apply more mathematics experiments; emphasize mathematics reading ability; cultivate students'habit of Introspection.