Function Error Analysis Of The Causes Of The Concept Study

Function serves as the basis of mathematics in high schools. It is also seen as the core of high school mathematical knowledge. Function concept, the elementary point in students' maths cognitive structure , is therefore considered to be the link of high school mathematical knowledge. However, because of its abstraction, it has also become one of the difficult contents for students to understand.Function concept learning is defined as the generalization of the essence of category and an experiencing process as well. It is a construction process from personality to object by continuously making and correcting. This thesis discusses learning theories about function concept learning and puts forward a general mental development of students' concept learning. Based on students' cognitive structure, this process of mental development evolves from concept representation to concept image , then from image to definition. Models in concept learning include gradual lineal model, basis-expanding model, center-expanding model, each of which is carried out through information processing.Guided by modern cognitive view, based on some basic statistics from questionnaires and combined with writer's own teaching experience, the thesis uses modern educational research methods to sum up the common error patterns and analyze causes of the errors in function concept learning and finally gives some advice on improving concept teaching.