The Attribution Analysis And Countermeasures Of The Fourth-grade Pupils' Mistakes In Solving Equation Problems

Professor Halmos,a famous American mathematician,pointed out that the only way to learn mathematics is to do mathematics.From a narrow point of view,the importance of solving problems in mathematics learning should be particularly emphasized.We all know that,though mathematical problem solving is very important in the whole process of mathematics learning,it is inevitable for students to make a variety of problem-solving errors in the process of learning mathematics.From the point of view of mathematics teaching,We hope that students can understand mathematical knowledge accurately,complete mathematical problem-solving activities effectively,and try to minimize the errors in mathematical problem-solving,so as to achieve the purpose of learning,understanding and attaining mathematical knowledge.From the history of mathematical development,we can see equations have an important impact on the mathematics development.Therefore equation knowledge is one of the important contents of mathematics learning.Professor Shi Ningzhong pointed out that equation is a process from actual life to mathematics.Equation ideology has rich meaning in modeling and transformation methods,which corresponding to the two aspects of " column equation and solution equation" in equation teaching.Through the author's educational practice in elementary school and teaching communication with teachers at that school,it can be found that it is a common phenomenon to have problem solving errors in learning or solving equation problems for pupils.However,many teachers take a positive attitude to it,they are always worried or afraid of their students making mistakes,and they even think it is a bad if students make mistakes in solving problems.Based on a large amount of reading and sorting out the existing literature at home and abroad,this paper discusses the problem-solving errors in the process of learning equation of the pupils in grade four.Firstly,we discussed the research background of this paper,identified the three problems to be studied in this paper,determined four research methods,and clarified the significance of the research.Secondly,we discussed the main concepts involved in this paper:errors and mathematical problem-solving errors.This paper is a literature review on the research and expounded the understanding of domestic and foreign scholars about the errors in equation problem-solving of pupils.Then,By using the<Equation Learning questionnaire for Grade 4 pupils>,we got some error types in the process of equation problem-solving.By using the<Test Paper of equation knowledge of Grade 4 pupils>,we obtained some important conclusions.Moreover,by using the outline of<Primary School Mathematics Teachers interview>,the above conclusions are reconfirmed by interviews with five primary school mathematics teachers(especially three expert teachers).Under the discussion above,this paper put forward the countermeasures and suggestions to reduce the error in solving the equations of the fourth grade pupils from next four aspects,that is,to strengthen the process of representing the number with letters,to understand the meaning of the equation correctly,to solve the equation accurately,and to solve the equation correctly.This paper also hopes that these suggestions can provide some guidance for the equation teaching of primary school teachers.Finally,we summarized the research conclusions of this paper,and explained that due to the lack of sample selection and other reasons may have a certain impact on the conclusion of the study.The problem of this paper will be a research topic that we should pay special attention to in the future.