In our daily study and work life, everyone is familiar with the paper. Thesis is a means to discuss problems and conduct academic research. Do you know how to write a good paper? The following is my collection of papers about the causes of junior high school math mistakes and their solutions, hoping to help everyone.

This paper analyzes the causes of some common mistakes, hoping to help junior high school students learn knowledge points and teachers teach mistakes, deepen students' understanding of basic knowledge and master problem-solving skills, provide methods and ways for students' rigorous mathematical thinking training, and strengthen the cultivation of students' logical thinking ability.

Keywords: junior high school mathematics; Typical error-prone questions; Explore the reasons;

The explanation of typical examples can enable students to master the solutions of similar exercises similar to the examples while mastering the ideas, methods and skills of solving problems. It is better to teach people to fish than to teach them to fish. Mastering a problem-solving method and skill is more efficient and practical than doing a hundred problems. Therefore, in junior high school mathematics teaching, teachers should be good at using students' error-prone problems to help them find correct methods, ideas and skills to solve problems.

First, the significance of error-prone teaching

The appearance of error-prone questions usually exposes many small problems. Teachers should be good at observing, paying close attention to and discovering the exercises that students have confused thinking, imprecise thinking and imprecise narration in the process of solving problems, and take these exercises as examples of explanation. By explaining examples of error-prone questions, help students analyze the causes of errors in exercises, master the causes of errors, and correct them, complete the omission of previous knowledge, and guide students to review and review the error-prone knowledge points and contents. The purpose of doing this is not only to let students correct their mistakes, but also to seriously reflect on the root causes of mistakes in the process of correcting them, to prevent similar mistakes from happening again, and to help cultivate students' good study and thinking habits in daily study.

Second, the analysis of the causes of junior high school mathematics errors

(A) ignoring the concept of understanding

The study of mathematical concepts is the basis and basis for solving problems. Some students have a vague grasp of the concept and their understanding is not in place. When solving problems, apply concepts mechanically and analyze problems with wrong concepts. The methods are inconsistent with the problems. Because in junior high school mathematics learning, many concepts of knowledge points are internally related. However, if students can't understand the differences and differences between knowledge points and concepts, they are prone to memory errors or confusion, and it is easy to steal concepts when solving problems or understanding topics, leading to problems or questions.

(B) unclear questions, abuse of conditions

Because the questions were not carefully examined, the conditions given in the questions were omitted and misread, resulting in wrong answers. For the solution of comprehensive problems, the consideration is not comprehensive, limited to the conditions listed in the topic, lacking the ability of deep thinking and information mining, and ignoring the applicable scope of the given conditions. When solving problems related to quadratic equations and quadratic functions, the implicit conditions contained in the problems are often ignored, such as the quadratic term coefficient cannot be zero, the discriminant of roots is greater than or equal to zero and so on. Junior high school students are not mature and calm enough. In particular, most students show some psychological characteristics, such as carelessness, carelessness and carelessness. When reading or reviewing questions, you start to solve problems directly without clear understanding, which eventually leads to unclear understanding of the questions, mistakes in the process of solving problems and incorrect calculation results.

(C) ignoring the comprehensiveness of solving problems

When the given conditions of mathematical problems change, the results and conclusions of the problems also change, so it is necessary to discuss the topics in categories and consider all possible situations and possible results comprehensively. We can get a complete answer through a comprehensive discussion and classification of the questions. In the subject with changeable conditions, students often miss some of them, resulting in incomplete and wrong answers.

Third, the strategy of solving mistakes in junior high school mathematics.

(A summary of experience in the teaching process

Teachers should pay attention to students' possible mistakes and confusing knowledge points, pay attention to students' understanding of concepts, carefully distinguish the similarities and differences between confusing concepts, and emphasize them to control and prevent the emergence of error-prone problems. Common problems in classroom exercises should be solved in class as far as possible, corrected on the spot, analyzed and corrected in time, and students' memory of easy-to-mistake questions should be deepened. Adhere to the combination of teachers' lectures and students' self-practice, draw lessons from explanations and exercises, and improve the level of mathematical logical thinking. After class, the exposed problems are summarized in combination with classroom performance, typical mistakes are summarized, students' classroom performance is objectively commented, teaching is reflected, and students are guided to constantly sum up experience, thus forming a strong mathematical problem-solving logic ability in the summary.

(B) the use of examples, comparative classification

Poor understanding of concepts, poor knowledge transfer ability, carelessness and other reasons will lead to wrong problem solving. This requires teachers in the usual teaching process, through the analysis of teaching materials, the analysis of typical mistakes, the search and summary of the reasons for mistakes, and the good analysis of right and wrong questions, to find out problems and learn lessons. After learning the units and chapters, guide students to classify wrong questions with different forms and reasons, sort out representative exercises, analyze and compare the process of solving right and wrong problems, reflect on their own learning behavior, deepen their memory of what they have learned, check and fill gaps, and make up for weak links.

Four. conclusion

The teaching of error-prone questions in junior high school mathematics teaching is helpful for students to learn error-prone knowledge points and teachers to teach error-prone questions, which can guide students to review and review the wrong knowledge points and contents again, prevent similar mistakes from happening again, deepen students' understanding of basic knowledge and mastery of problem-solving skills, and strengthen students' logical thinking ability. Therefore, in junior high school mathematics teaching, teachers should be good at using students' mistakes and mistakes that are easy to make, so that students can find correct problem-solving methods, ideas and skills in error correction, and constantly consolidate and deepen their understanding of basic knowledge in the process.

Verb (abbreviation of verb) reference

Li Weiguo. Cause analysis of typical mistakes in junior middle school mathematics [J]. Gansu Education, 20 17(7).

[2] Kuaihaifeng. Analysis of Typical Mistakes in Junior Middle School Mathematics and Countermeasures [J]. Middle School Mathematics Monthly, 20 16(8).

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