Investigation And Research On The Cause Of Thinking Disorder Of The Third Grade Students In Solving Geometric Maximum Value Problems

Problem solving has an important position in the third year of high school mathematics learning,and in the problem solving students problem solving errors are a common and normal phenomenon,students’ problem solving errors on the one hand reflect the loopholes in students’learning,through the corresponding feedback,promote students’ independent reflection and adjustment of learning,on the other hand,students’ problem solving errors are also the external performance of teachers’ teaching quality,teachers according to students’ problem solving errors,timely adjustment of teaching,thereby promoting the progress of students’ mathematical learning.Therefore,teachers need to analyze students’ problem-solving errors and explore the causes of their errors,so as to correct them in a targeted manner and effectively promote the subsequent teaching to be more suitable for students’ development.Probability and statistics as a new curriculum standard,the new module under the new college entrance examination,its related concepts are more and complex,the learning of probability and statistics carries the task of promoting the development of students’mathematical modeling,data analysis,logical reasoning and other literacy,so this puts forward higher requirements for students’ learning and teachers’ teaching,in the case of high school students in the case of time constraints,students’ ability to solve problems related to probability and statistics should be further improved,which requires the analysis and research of the errors that may occur in the process of solving probability and statistics problems of high school students.By combing the literature on related problem-solving errors,this study refers to the error analysis framework of Dr.Ma Wenjie,and divides students’ errors into four categories,namely intellectual errors,negligent errors,strategic errors and strategic errors,through a questionnaire survey and test paper test of 81 high school juniors in Nanjing,Jiangsu Province,according to the error framework,the questionnaire and test paper results are combined to specifically analyze the types and causes of students’ errors in solving relevant probability and statistics problems,and further give relevant teaching suggestions.Through the analysis,the following conclusions are obtained:first,the types of errors that occur in the process of probability and statistics problem solving by senior high school students include knowledge errors,negligent errors,strategic errors and strategic errors;Second,students’ self-perception errors are consistent with actual errors;Third,the most frequent mistakes in probability and statistics among high school juniors are knowledge errors.Therefore,according to the results of students’ questionnaires and test papers,the following teaching education is proposed:first,pay attention to the explanation of relevant knowledge points and concepts,and promote students’ understanding of the essence of knowledge;Second,pay attention to multiple solutions to one problem and promote the development of students’ thinking;Third,through question group training,strengthen students’ability to calculate and understand topics.