The Study On Learning Disability Of Junior Middle School Students' Mathematical Moving Point Problem

Mathematics is the science of studying quantity relations and spatial forms^[1].The moving point problem can fully investigate the comprehensive qualities of students'spatial imagination,computing power,and logical ability.Therefore,the problem of moving points is often used as a hot topic in the senior high school entrance examination for students.However,in this situation,many students often encounter different types of problem-solving obstacles when facing such problems.They are deeply troubled.Teachers are required to provide solutions to help students overcome obstacles.Therefore,the results of the research on the learning disability of the moving point problem of junior high school students are helpful to provide teaching ideas for front-line teaching,and give students some learning suggestions,which are of practical significance.This paper takes the learning disability of the moving point problem of junior high school students as a research perspective,and selects 100 junior students from a middle school in Suzhou to conduct a test paper and questionnaire survey.The content of the questionnaire mainly revolves around the characteristics of the moving point problem and the students'possible problems.The possibilities are expanded,and after the test,the school's math group teachers and individual tested students will be interviewed and recorded.The research purpose of this article is to investigate the obstacle performance of current students in solving the problem of moving point,explore the deep-seated causes of obstacles,and propose corresponding countermeasures based on the results of the investigation.After analysis,the main reasons for the obstacles are:(1)Students have cognitive obstacles,such as the inability to simulate the dynamic process and control the nature of the problem;the difficulty in perceiving the basic graphics of the plane;the obstacles to the memorization and understanding of mathematics knowledge,and they cannot pass the conditions of the question.Effectively reflect relevant knowledge;fixed thinking,manifested in the unity of thinking;lack of reading comprehension and calculation skills;difficulty in grasping implicit conditions,association-related knowledge,etc.(2)Students have operational obstacles in learning,which are manifested in the difficulty of constructing graphics;their mathematical ideology is weak.(3)Students have emotional obstacles,manifested in fear of difficulties,resistance,and poor initiative.According to the performance of students with learning disabilities,this article puts forward some targeted suggestions from both students and teachers.(1)Teachers can use geometric sketchpads appropriately,set up review classes on moving point problems,pay attention to the generation of knowledge,deepen students'understanding of basic concepts and basic formulas,and make appropriate changes to allow students to solve problems flexibly,avoid mindsets,and teach Students use methods such as drawing horizontal lines and circle keywords to improve their reading comprehension.(2)Pay attention to the teaching of mathematics thinking methods,pay attention to the cultivation of students'thinking,summarize several common auxiliary line adding methods,and improve students'calculation ability.(3)Stimulate interest in learning and help students build self-confidence.(4)In the learning process,students should learn to"benefit all rivers",accumulate experience in problem solving,and develop a good habit of correcting and reflecting in time.