The Understanding Level And Error Analysis Of The Students In Grade 8 Students

Function is an abstract but important mathematic concept in junior middle school. Lots of cognitive impairment often appear when students learn function, leading to frequent mistakes in doing exercises. This article attempts to discuss the understanding level and cognitive impairment of Shanghai students in grade eight in the process of learning function from mathematics education and the theory of modern cognitive psychology. Corresponding teaching measures are listed.The concept of function first appears in the math book of Shanghai students in grade eight. To explore the students’ understanding level of function and the source of mistakes, materials of class and after school were collected aft er going deep into classroom interaction. The data come from math instruction, homework and the final exams of the first middle school in Pujiang, Shanghai city.The previous researchers study the cognition of function learning mainly through tests to analyze the type and reasons of mistakes. Based on the previous study of others, four types of error in solving functions, namely informative error, omission error, logical error and strategic error were summarized after analysis of class cases, daily homework and exams. The main reasons contributing to impair students’ cognition include: interference of original cognition, a lack of abstract and generalization ability, no guidance of mathematical thought, the neglect of knowledge’s interlink, and unreasonable methods in teaching.Function is an abstract mathematic concept that is hard to accept in junior middle school. So teachers should integrate intuition and practicability, logicality and abstraction, and utilize the methodology of symbolic-graphic combination.