Junior High School Students’ Understanding Of Inequality

Mathematical understanding is the central problem of mathematics education,and inequality is an important part of mathematics teaching in junior middle school,so junior high school students’ understand the inequality is one of the important tasks of junior high school mathematics teaching.Therefore,this paper based on "memory level of understanding,interpretative level of understanding and grope level understanding " as the theoretical framework,to study the junior middle school students’ understanding of inequality.The study uses this framework to understand the junior high school students’ understanding of inequality and the shortcomings of junior high school students in inequality learning.In order to understand the status of junior high school students’ understanding of inequality in the above three levels of understanding,this article divides the knowledge of inequality in the middle stage into five dimensions.These five dimensions are the unequal relationship,the basic nature of the inequality,the solution of the inequality,linear inequality of one unknown or system of linear inequalities in one variable and the application of one inequality.And then according to the five dimensions set test questions,the use of random sampling method for investigation and study.The study found that: junior high school students’ understanding of inequality is decreasing at three levels of comprehension;the understanding of the concept of inequality is obviously lower than that of other knowledge of inequality;The study of inequality is susceptible to the equation;the comprehensive ability of using the inequality knowledge is not strong.The study also found that junior high school students in learning to errors in the inequality of the following aspects: firstly,in the case of inequality,there is an overly general error in the analogy from equation to inequality;secondly,when the solution set of inequalities is expressed,the mutual transformation between the number axis representation and the algebraic representation is prone to errors;thirdly,determine the range of unknowns in practical problems.It is easy to ignore errors such as the limit of actual problems.Based on the above conclusions,this paper puts forward some concrete suggestions on the teaching of junior high school inequality.