A Study On Errors And Attributions Of Problem Solving In High School Students

Function plays an important role in high school mathematics.It not only occupies a large amount of proportions in the college entrance examination,but also has an influence on follow-up other chapters.Moreover,function closely related to derivative,inequality,sequence,analytic geometry in high school mathematics is the basis of advanced mathematics at the university stage.Therefore,it is the heavy crux in teaching and learning.This research is based on the constructivist view of learning,the information processing theory,the theory of learning motivation and the self-efficacy.Combined with the actual condition of the test and specific interviews for seniors,this research analyzes the types of errors and summarizes attributions from both cognitive and non-cognitive perspectives,which reaching the following conclusion:1.The wrong answers of senior high school students are mainly divided into cognitive and non-cognitive errors.The first mainly includes errors in knowledge,logic and strategy.The poor comprehension of the definition of the function for students results in either logical mistakes or incorrect solving methods.The other primarily is a psychological error caused by the fear of carelessness or the cause of a subject.2.The attributions of wrong answers about functions can be mainly divided into cognitive and non-intellectual factors.Both of knowledge,ability and experience can be classed as cognitive factors.The inaccurate understanding of the knowledge of students is the reason of the thinking ability and experience which are confined.However,non-intelligence usually includes poor motivation of solving problems and weak self-efficacy.Finally,on the base of the research,the teaching strategies and the strategies of dealing the mistakes of students correctly about functions are presented for reference.