Junior High School Students Function Learning In Cognitive Error Analysis And Teaching Countermeasures Research

Mathematics function learning plays important role in mathematics learning .Errors are often made by students and confronted by teachers in teaching process. This article is to interpret the types of the errors and to analyses the causes of errors, in the end suggest some teaching strategies.After studying the students' psychological process in function learning, the writer conclude the main causes of errors as following:being interfered by former knowledge, using conceptual image to replace conceptual definition, lacking the ability to generalize, separating the conceptual procedure and conceptual object, combining with other concepts inappropriately, the function being taught improperly.From the paper survey in students, the writer tell how the students think about the errors and advocate some ways that teachers should react when students are making errors in mathematics function learning. Teachers should respect students' opinions, help them compare the difference of concepts, be patient, manage to understand student's real thought, help students to look the errors in positive manner.According to the different types of errors, teachers can apply different teaching strategies. These strategies lie in helping students understand the concept definition precisely, paying attention to student's former knowledge, helping students grasp the core of the concept, helping students construct conceptual network, fostering student's rethinking ability.