The Research On The Common Errors In Solving Linear Inequality With One Unknown(system Of Linear Inequalities With One Unknown) For Seventh Graders

The linear inequality with one unknown(system of linear inequality with one unknown) is one of most important contents in junior middle school mathematics teaching. It is closely related to equation, function, fraction and quadratic radical. At the same time, it’s also a major difficulty for students to lean. We know that the key factor to solve the linear inequality with one unknown(system of linear inequality) is to understand the meaning of solution for inequality(system of inequality) and use the basic properties of inequality flexibly. But unfortunately, due to the students’ unthorough understanding for the properties, methods, and applications of the inequality, they are often easy to make some imperceptible errors. Therefore, errors must be pointed out promptly, and reduced. Meanwhile, students should hold a positive attitude to face the errors, and be good at using the values for these wrong problems.In this paper, we main were from the following aspects to investigate and study: First, through the survey of seventh graders in Fengle middle school at Sandu County in Guizhou Province, to know that the students’ cognition and attitude about the error in problem-solving. Second, by the test and actual cases analysis of solving problems about students, and to combine with cases in the teaching practice, we can classify the common types of errors with seventh graders solving the linear inequality with one unknown(system of linear inequality with one unknown). Third, via the interview, we also can understand the teacher’s attitude and coping strategies to the error in problem-solving of students and then can reflect the teacher’s teaching behavior by the teaching cases. Finally, from the three aspects about students, teachers and parents to put some forward suggestions to prevent the occurrence of error in problem-solving and to make more effective teaching strategies for our future teaching design.