Analyzing The False Reason Of The High School Students In Solving Math Problem And Studying On Appropriate Teaching Strategies

Everyone will be making mistakes in learning math on varying degrees, Everyone here refers not only to ordinary people, but also a great mathematician。Therefore, Many teachers think that students in problem solving errors is a natural phenomenon。The question is why students repeat the same or similar error again and again, why is it so hard correction? In addition, with the domestic and foreign scholars'attitudes towards the expanding and deepening of the improper field, people's awareness for the mistakes also vary in understanding as well as in the reasons. Students'false understanding to the problems gradually gets the recognition of the mathematicians and the top teachers in the school. From the perspective of teachers, more and more aware of the error of Mathematics Teachers purpose of the study not only the diagnosis and treatment, but also should the error as an effective teaching resources. It is this need based on the actual teaching, the paper through the system of high school students during a math problem in a variety of performance mistakes, look for the error source, which gives teachers some reasonable suggestions for correcting student errors, and guides future teaching practice of mathematics education.Study is divided into the following seven parts:The first part, Introduction. The part illustrates the main idea by the purpose and significance of the study, the status of domestic and international studies and research methods and innovations. I have been studing the false reason and find out the appropriate teaching strategies after I summarize the precious studies and combine it based on my actual teaching. The second part, on the "wrong" to define. From the Philosophical sense, the general sense and the mathematics education to definite errors, and summed up relations between the three defined.The third part, errors in different Mathematical Questions. This part mainly through analysis of answers to questions, that the wrong question in the typical cases, and then summed up these two categories of Questions in the main types of errors, and gave the corresponding Analysis.The fourth part, from different branches of mathematics analysis of the reasons for the students'math mistakes. Articles from five different branches. The article from five different branches-the simple logic, geometry, algebra, probability and statistics, and calculus to analyze the error-prone because, sample analysis and methods summary.The fifth part, from the intelligence perspective analyze the cause of the error. Based on Days and the others intelligence model proposed PASS:The three cognitive intelligence system:(1) attention-waking system, (2) concurrent-continue coding processing system, (3) planning system, So this part divided the mathematical study of intelligence factors into three parts: attention, mathematical thinking, metacognition these three areas. And with the help of examples studied them, aimes to highlight the intelligence in the wrong solution of a mathematical effect.Part VI, from the non-intelligence perspective analyze the cause of the error. Correspond with the fifth part, given the impact of mental factors, then the non-intellectual factors on mathematics problem solving in the error will have a major impact. The study focus from non-intellectual factors of motivation, attitude and personality differences in three areas, discusses the errors that led to the cause of mathematical exposition, reveal the students' psychological characteristics which can't to complete learning tasks better.Part VII, to overcome the mathematical errors'teaching Strategies. Combined with the previous mathematical analysis of the wrong reasons, This part from the mathematics classroom, classroom teaching, and strengthening teachers reflect on their own mathematics teaching strategies accordingly in three areas, and hope that this paper relates to the specific teaching examples, the instructor right to correct mathematical errors committed by students, and smoothly in the future of mathematics education and teaching practice.