Junior High School Students' Cognitive Errors In Mathematical Concepts And Their Transformation Strategies

The concept reflects the essential characteristics of things,and is a process from concrete to abstract,from special to general.Mathematical concept is the foundation of mathematical knowledge and the basic unit of students' mathematical thinking,which plays a leading and foundational role in mathematics teaching.For just to junior high school students,junior high school study of the concept of comparing with the concept of learning,often in the elementary school mathematics concept in the physical concept can be found,so the elementary school mathematics concept is better understood,however,junior high school mathematics concept is more abstract than the level of elementary school math concepts,is difficult to find the physical and at the same time.Secondly,in the teaching process of concept class,teachers often adopt the teaching method and the combination method in the process of explaining concepts.Students usually only learn by rote in the process of concept learning and lack a thinking process of concept formation..Based on the cognitive psychology,this paper discusses the learning of mathematical concepts at different levels from six dimensions: restatement of concepts,discrimination of concepts,distinction of concepts,representation of concepts,application of concepts and concept maps based on the sorting and induction of relevant literature.The design of the questionnaire is based on these six dimensions.After analyzing the results of the questionnaire and interview,it is concluded that there are no significant differences in gender and region,but significant differences in grade level,but significant differences in thinking,logic and reasoning comprehension.Based on the process analysis of the test questions,this paper summarizes the cognitive errors of junior high school students when they are learning the conceptual content,including six aspects: psychological barriers,bad habits,thinking,logic,question review and knowledge errors.Finally,appropriate coping strategies are proposed for teachers and students involved in teaching activities:1.For teachers:1)highlight the introduction of mathematical concepts;2)emphasize the formation process of mathematical concepts;3)concept deepening: strengthening the connotationand extension of mathematical concepts;To strengthen the discrimination of concepts;Reinforce concept sorting.2.For students(divided into six dimensions):1)feel the characteristics and establish the concept(restate the conceptual dimension);2)conceptual analysis and in-depth understanding(discriminating conceptual dimensions);3)distinguish concepts and be good at comparison(distinguish conceptual dimensions);4)strengthen the variation and grasp the essence(representing the conceptual dimension);5)practice consolidation and applying concepts(applying conceptual dimensions);6)integrate and form a context(apply conceptual dimension).