Investigation And Research On The Current Situation Of Solving The Application Problems Of Linear Equations With One Variable Among The First-year Junior High School Student

The fourth paragraph of the "Compulsory Education Mathematics Curriculum Standards(2022)Edition" clearly states that "students should be able to use algebraic expressions,equations,inequalities,functions,etc.to describe the quantitative relationships and changes in the real world,form appropriate operational ideas to solve problems,form abstraction ability,model concepts,and further develop operational abilities.It can be seen that the learning of equations plays an indispensable role in the process of middle school mathematics learning.Univariate linear equations are the continuation of algebraic learning and the foundation for subsequent learning of fractional equations,equation systems,and univariate quadratic equations.The process of using univariate linear equations to solve practical problems is also a manifestation of students’ problem-solving ability.Therefore,the study of univariate linear equations is of great significance.The study of mathematical application problems plays a crucial role in students’ analysis and problem-solving.Therefore,this study uses literature analysis,questionnaire survey,and interview methods to understand the current situation of first year students solving one-dimensional equation application problems,analyze typical errors,and conduct attribution analysis on this basis,and propose corresponding teaching strategies.Research has shown that typical errors encountered by students in solving univariate linear equation application problems are as follows: review errors,calculation errors,non-standard problem-solving,etc.The main reasons for these errors are three aspects: in terms of cognitive foundation,students lack activity experience and effective connection of knowledge,and their reading and problem-solving abilities are weak;In terms of mathematical abilities,students have weak computational and modeling abilities;In terms of non-intelligent factors,students lack interest in learning equations,do not pay attention to writing norms,and have a one-sided attribution of failure.Corresponding teaching strategies have been proposed for these three aspects: consolidating cognitive foundations,strengthening the cultivation of mathematical abilities,and emphasizing the influence of non-intelligent factors.