An Analysis Of The Mistake For High School Students When Solving Sequence Of Number And A Study Of The Strategy

As an important part of high school mathematics,the sequence of number occupies a large proportion in the annual college entrance examination.When learning this chapter,teachers should lead students to reflect and communicate through observation,experiment,speculation,induction,analogy,abstraction and generalization process to train students' skills of putting forward,analyzing and solving problems.Meanwhile,it is a good way to train students' comprehensive ability,for it has a wide connection with other mathematical contents,such as functions,trigonometric functions,inequalities and analysis.Finally,it is also an important guarantee when at the stage of the university advanced mathematics to learn about the "limit proof" in calculus.So in this article,the sequence solving error and its reasons were studied through questionnaire,testing,and student interviews,teacher interviews and other methods,under the guidance of the primary and middle school students' mathematical ability difference theory.Which types of exercises students are prone to make mistakes in the process of solving number series problems;Analyzing types of errors according to the five different types of sequence questions;Analyzing the causes of errors according to the five types of errors combined with specific topics;What kind of teaching strategies should be adopted according to the types of mistakes and the causes of the mistakes.The results show that:(1)High school students errors in the number column,the general formula,the sum of the sequence,the application of the properties,and the comprehensive application of arithmetic progression.Among them,the rate of higher error remains in the "comprehensive application of arithmetic sequence”and “summation formula".(2)The types of error students made when solving the sequence problem include: not familiar with or misunderstanding of the formula,the wrong method,,the ambiguous logical thinking,the psychological deficiency,the calculating error(3)The reason for the error is not only the difference of mathematical ability but also the psychological reasons,such as: mathematical learning motivation and self-efficiency of mathematics learning.Finally,based on the research conclusion,this paper puts forward the strategy for the error problem of high frequency.The teachers shouldn't rush and students need enough time to reflect.The students' general questions can be dealt with the strategy of changing the teaching attention to classroom effectiveness.