Myth 1: When you understand the knowledge in class, you master it. This phenomenon often occurs in the process of mathematics learning. Students understand it in class, but they are at a loss when they solve problems after class, especially when they encounter new problems. This shows that it is one thing to understand in class, and it is another to apply knowledge to solve problems. The problems listed by the teacher are examples and means of thinking training. As a student, we should not only learn the knowledge in the problem, but also learn to understand the thinking and skills of solving the problem and the mathematical thinking method contained in it.

Countermeasure 1: Do the example again by yourself.

Countermeasure 2: Ask yourself why you think so.

Countermeasure 3: Can we change the exploration conditions and conclusions?

Countermeasure 4: Are there any other conclusions in thinking?

Countermeasure 5: What problem-solving rules can I get?

Myth 2: If you do more questions, you will always encounter exam questions. In every comprehensive examination paper, the author should always avoid the old questions and try to design the questions from a new angle and level. But the knowledge points and mathematical thinking methods are unchanged. So if you do more questions, you won't happen to touch them at zero distance, but you will fall into an endless sea of questions. The way to solve the problem is to classify the problem from the perspective of knowledge points and thinking methods, sum up the experience of solving the problem, and at the same time confirm whether you really master it and confirm the key points of review.

Countermeasure 1: Let yourself spend some time sorting out the recently solved problems and ideas.

Countermeasure 2: Is this question similar to the last one?

Countermeasure 3: am I familiar with the knowledge points of this problem?

Countermeasure 4: What problems are similar in recent graphs? Can you classify it?

Countermeasure 5: The idea of solving this problem is also used in the previous topic. Let me find them!

Myth 3: It is easy to study the basic problems of difficult problems. Some students like to challenge difficult math problems and get happiness from thinking, but their math scores have not been high. In fact, this reflects the impetuous situation in our mathematics study to some extent. Teachers love to talk about difficult problems and comprehensive problems, and students want to do comprehensive problems and difficult problems. If you ignore the foundation, you will lose the direction of mathematics learning.

Countermeasure 1: Tell yourself that mathematical thinking is not equal to complex thinking, and the beauty of mathematics is often reflected in some small topics.

Countermeasure 2: "Simple but not simple" to experience the fun of mathematical thinking in ordinary problems.

Countermeasure 3: "A drop of morning dew can also reflect the brilliance of the sun." Let me find the shadow of comprehensive questions from the basic questions.

Countermeasure 4: Is this question really simple?

Countermeasure 5: I am an excellent student, and I can show my Excellence in the ordinary.

Myth 4: Thinking is a bit unattainable. When it comes to mathematical thinking methods, some students feel unfathomable and unattainable. In fact, every mathematical problem contains mathematical thinking methods. Mathematical thinking method is a very important policy to guide solving problems, which is conducive to cultivating students' extensive, profound, flexible and organized thinking.

Countermeasure 1: Mathematical thinking method is not mysterious, it is contained in the topic.

Countermeasure 2: Understand some mathematical ideas and find some typical problems.

Countermeasure 3: After solving the problem, ask yourself "What mathematical thinking method did I use"?

Countermeasure 4: Before solving the problem, ask yourself from what angle to think.

Countermeasure 5: Ask the teacher to introduce some mathematical thinking methods.