Analysis And Countermeasures Of Mistakes In Junior Middle School Mathematics

The compulsory education curriculum standard emphasizes "to cultivate students’ knowledge and skills in all aspects of mathematics to promote the overall development of students." Equations and inequalities are an indispensable part of junior high school mathematics knowledge,but in the learning of this part of the content,students make mistakes in solving problems from time to time.Among them,there are some points that are often error-prone.The recurrence of these error-prone points will cause It affects the development of students’ abilities,so it is of great significance to study the error-prone points in junior middle school mathematics.This study takes equations and inequalities as examples,and uses literature analysis,interviews,questionnaires,testing and case analysis to study the error-prone points of junior middle school mathematics.Through interviews,the students’ error-prone points in equations and inequalities and their psychological activities in solving problems are clarified,and the reasons for the error-prone points and corresponding coping strategies are provided.The dimension analyzes the difference of error-prone points,and sorts out the types of error-prone points;through case analysis,finds the cause of error in the process of students’ problem-solving;through questionnaire surveys,explores and analyzes the correlation between cognitive load and error-prone points.In general,the analysis of error-prone points in this study is mainly carried out from two aspects.On the one hand,the impact of cognitive load on error-prone points is studied from the error-prone material itself;the other is from the test situation of the research object,Analyze the reasons for the occurrence of error-prone points in the entire problem-solving process,and propose corresponding coping strategies on this basis.After research,it was found that:(1)Inequalities and fractional equations are the parts with the highest error rate of students’ error-prone points.The error types of students’ error-prone points can be classified into knowledge errors and non-information errors.Knowledge errors mainly include errors in mathematical knowledge,methods of problem-solving,and errors in mathematical operations;non-informative errors are mainly errors in problem-solving attitude,problem-solving habits,and psychological errors in problem-solving.(2)There are significant differences in the error-prone points in the grade dimension.(3)There is a significant positive correlation between cognitive load and error rate of error-prone points.The cognitive load of students of different grades is different,and the correlation with test scores is also different.For students with grades A,C,and E,there is no correlation between cognitive load and test scores;students with grades B and D,There is a significant correlation between cognitive load and test scores.(4)Based on Polya’s problem-solving table,the reasons for error-prone points in the four links of "understanding the problem","drawing a plan","implementing plan" and "reviewing" are obtained respectively.The coping strategies derived from the research conclusions mainly have two aspects.One is the coping strategy based on the result of the reason analysis in the process of Polya’s problem solving process,and the other is the coping strategy based on the results of cognitive load theory.