Study On Errors In Solving Function Problem And Of Minority Students In Senior One And Rectification About Teaching

The knowledge of function throughout the high school mathematics learning process, is one of the important content in mathematics learning of high middle school. The thought reflected in function knowledge is rather profound. Using the knowledge of function to solute actual problems has universal and practical significance. Today, the value of function in economics is also increasingly apparent. minority high school students need to master function well which is not only beneficial to national middle school students to form good mathematical thinking ability,but also can improve the national middle school students’ problem solving ability, further more promote the national middle school students to understand some social phenomenon. In the process of the acquisition of new knowledge, some problem solving errors are inevitable.Studying minority high school students’ errors in solving function problem is directly good to improve the mathematics teaching quality of minority areas.This study selected the first chapter about the knowledge of the function concepts,function representations, function properties in the high school mathematics teaching material-higher mathematics compulsory 1, to analysis the following three problems: the first one is what types of the errors made by the minority high school students in solving the function problems; the secondly one is that why the minority high school students make mistakes in solving function problems; the third one is how to correct the errors made by the minority high school students in solving function problems, mainly by the way of questionnaire survey, test, interview and classroom observation.The conclusions of this study are following. To the first question, according to the minority students’ knowledge of function, the minority students’ errors are categorized into errors about related concepts to function, errors about the nature of function, errors about formula of function,and errors about function language; according to the process of solving function problems, the errors are categorized into errors about reading and understanding function problems, errors about identification and transformation of function problems, and errors about operator examine; according to the skills of function problems solving, the errors are categorized into computational errors, and method-errors on solving function problems.To the second question, the causes of the minority high school students’ errors in solving function problems are following: the first is that minority students’ mathematics basic knowledge and basic skills arepoor; the second is that there is a language barrier when the minority students read some function subjects; the third is that the minority students lack a certain problem solving thinking on function; the fourth is the minority students suffer from the negative impact of psychological factors in the process of problem solving; the fifth is the minority students have a weak ability of self-monitoring. To the third question, the mathematics teachers need to follow certain principles when correct the errors by the minority students in solving function problems.The principles are psychological counseling, pertinence, timely treatment, and two-dimensional training. The specific measures to correct errors in function problem solving are following: According to the training of the minority students’ thinking ability, firstly, emphasis on the generation process and accurate understanding of the concepts. secondly, emphasis on the teaching of procedural function problems solving. Thirdly, strengthen the teaching on the method to function problem solving. Finally, improve minority students’ expressing abilities for the function language.Additional, pay attention to the combination of image thinking and abstract thinking teaching. To the mathematics classroom organization, firstly, allocate the teaching time reasonably. secondly,form mathematics-study groups. From the perspective of minority student’s practice, firstly,strengthen to practice the basic knowledge except function knowledge. secondly, assign reasonable function exercises. To the minority students’ learning psychology of function, firstly,get to know the needs of the minority students’ learning, stimulate the interest and initiative of the minority students’ function-learning. secondly, encourage minority students to think and eliminate the fear. Finally, implement the method of self-directed training and self-monitoring training.