The Analysis Of Error In Students’ Learning Factorization

Mathematical activity is inseparable from the problem, and it has no doubts thatthere should be errors in the process of solving problems. Regarding the error as aresource and make a tfirther research on them not only contributes to theteachers’ better understanding of students’ situation on study and solvingproblems but also is helpful for the students to realize their own inadequacies,improve the ability of self-cirticism and achieve more self-confidence on learningmathematic.The forms of error that students encountered are many and varied. In orderto make the transition between error and education resources more effective andelaborate the its distinctive value, it needs to classify the manifold errors. Most ofthe educators classify the errors based on the process of solving problem, andthen trace the root cause.Factorization is an important algebraic identity deformation. It is based on thestudy of rational numbers and Integral operations. It’s the basis of furtherlearning on algebra of fraction, algebra of fraction, equations and equation set，algebraic expression and the identity of trigonometric function deformation.Factorization is a key to open the treasure of the whole algebra. The studentsencountered many problems in the process of learning this part and how toavoid this effectively is worth studying.This paper mainly focuses on the following three aspects.1)The student’s attitude towards the error in the process of solvingmathematical problems,2)The common forms of error type on factorization.3)The root cause of the error.This paper applies questionnaire survey, content analysis and conversationmethod to obtain the students’ attitudes towards the error-prone mathematicproblem and the way they deal with the problem, collect and classify the commonerror-prone mathematic problems, trace the root cause, and all that aim to putforward effective solutions, to reduce or avoid such wrongs and improve students’ ability of solving problems...