Study On Equation Problem-solving Errors In Junior Middle School Students

In this study,200 ninth-grade students from a middle school in Z city,Fujian Province were selected as the research objects.Starting with the types of mistakes in the "equation class" and the main reasons for the mistakes,the survey and interview method combining test volume and questionnaire were used to conduct data collection and analysis.This study draws the following conclusions:According to the statistical results of the test paper,there are three main types of errors in the students’ equation solving,and each error type contains some specific manifestations:first,knowledge error: the understanding of the equation concept is not in place;the discrimination of the root is not skilled;can not correctly understand the meaning of the problem.Second,operation error: improper use of operation rules;do not understand the algorithm principle of elimination method;cannot accurately find the simplest common denominator when solving division equation;and calculation error when using matching method;policy method selection is incorrect,inflexible or not correctly identified mode.Third,mistakes in problem solving habits and attitudes: lack of review and reflection;irregular writing of problem solving;bad learning attitude.Combined with the student questionnaire and teacher interview results,the reasons of junior high school students in solving "equations" are analyzed from four aspects:knowledge and ability,problem solving habit and thinking,mathematical literacy and mathematical emotional attitude.The main reasons for mistakes are the student level:（1）poor basic mathematical knowledge,weak mathematical operation,logical reasoning and mathematical reading comprehension;（2）lax thinking,insufficient mathematical strategies and methods,not good "examination and checking" and other habits;（3）poor mathematical sense and mathematical abstract ability,not good at using mathematical thinking methods;（4）mathematics learning willpower,lack of interest,careless,etc.Second,teacher level:teachers emphasize procedures and steps,ignore the understanding and teaching of the nature of knowledge excessively;teachers lack the penetration of mathematical thought and mathematical thinking in classroom teaching.Put forward the teaching suggestions for this purpose:（1）Pay attention to the process of knowledge generation,and improve students ’cognitive structure;（2）pay attention to the cultivation of mathematical thinking and improve students’ problem solving ability;（3）fully prepare for teaching and infiltrate mathematical thinking methods;（4）help students develop good problem solving habits;（5）help students establish faith and stimulate their interest in learning equations.