Analysis Of The Error Types And Attributions Of The Quadratic Function Of Junior High School Students

As an important branch of function,quadratic function is an important part of mathematics in junior high school,and it is also the content of compulsory examination in middle school.In order to deeply understand the learning errors of secondary function of junior high school students,explore the causes of their errors,and carry out this study,we hope to help students master the quadratic function better.In this study,we review the related research of function teaching,quadratic function teaching and learning error,collect and sort out the curriculum standard of quadratic function,the content of teaching material and the real questions of middle school examination.Then the data results are sorted out and analyzed,and the main error types and reasons of quadratic function are summarized from three aspects: concept,image and property,and application.Finally,according to the above research results,the corresponding teaching suggestions are put forward from two levels: teachers and students.This study mainly draws the following conclusions:(1)The results of the study show that there are mainly knowledge errors and psychological errors in the concept of quadratic function;knowledge,psychology,strategy errors and less logical errors in the image and nature of quadratic function;knowledge and psychology are the main errors in the application of quadratic function,and some strategic errors,only a few logical errors.(2)The main causes of knowledge errors are not paying attention to the process of knowledge generation,students' original knowledge experience or life experience;the main causes of strategic errors are students' inability to use the thinking methods of numerical combination and mathematical modeling well mathematical modeling well,negative influence of thinking patterns,poor problem-solving habits and poor solutions to one problem;the main causes of logic errors are students' incomplete consideration of problems,unclear understanding of the inherent logic of mathematical knowledge;and psychological errors include students' poor reading ability,weak operation ability,and lack of mental inertia in solving problems.This paper puts forward some teaching suggestions: teachers should pay attention to the process of knowledge generation,infiltrate mathematical thinking methods,help students toestablish their beliefs and cultivate good study habits of mathematics;students should independently sum up mathematical knowledge,solve many problems and summarize methods,and find out their own weaknesses to break through.