Research On The Types Of Errors And Teaching Strategies Of Grade 7 Students' Application Problems Of Linear Equation With One Unknown

Application problems of equation play an even decisive role at the stage of junior high school, which is not only the key points, but also the difficult points for the entrance examination of senior high school. Found in the actual teaching, students are not interested in the content of this part, especially the students in grade 7 who have just graduated from primary school, they are used to solve problems by using arithmetic approach and excluded to use equations. That's why a variety of errors occur when they solve problems. Application problems of linear equation with one unknown are the initial equation application problems, and also the foundational problems. To lay a good foundation is to pave the way the further learning later. So this paper carries on a research on the errors made by grade 7 students in the field of application problems of linear equation with one unknown. This research is mainly developed from the following aspects: 1.The types of errors made by grade 7 students when they solve application problems; 2.The reasons why students make these errors when they try to use linear equation with one unknown to solve application problems;3.According the errors and the reasons put forward correction strategy.The paper takes all teachers in the seventh grade mathematics group and some grade 7 students in Taian Yizhong for the research, using questionnaires, questions testing, text analysis, depth interviews and other methods to collect data, through the data collection and analysis, draw conclusions. According to the results of the research, the types of errors made by the grade 7 students are as follows: 1.Moderation error: the students cannot understand the meaning of problems and incorrectly understand the meaning of problems; 2.Column equation error: students cannot find the equivalent relationship, find fault relationship, the significance of the different sides of the equation, dimensions are not uniform, algebraic expression errors; 3.Operational error: to the denominator errors, transposition errors,miscalculate the number of careless; 4.Informed expession error: expression an incomplete answer, forget set-membered or answer; 5.Test error: forget inspection,imporper testing methods.According to the analysis of the testing results, the text, the interviews of teachers and other scholars' theoretical researching results and also the writer's real teaching experience, the main reasons for the foresaid errors could be summarized as:1.Math learning disorder: lack of interests in learning and self-confidence; 2.Mindset interference: it is difficult to translate the solutions of application problems from the arithmetic solution into algebra solution; 3.Students are very young and lack of life experience; 4.Reading comprehension is poor, not moderation; 5.Poor modeling ability, not listed equation; 6.Basics weak; 7.The lack of awareness of problem solving review; 8.Bad habits of solving problems.For the above difficulties and the relevant reasons, the author puts forward the corresponding teaching strategies: 1.Cultivate students' learning interests; 2.Promote the transformation of students' thinking; 3.Increase students' life experience;4.Strengthen moderation teaching; 5.Strengthen columns teaching; 6.Strengthen computes teaching; 7.Strengthen writing specifications teaching; 8.Strengthen after solving reflective teaching.