Junior High School Students Solving Misclassified And Teaching Strategy

Junior high school students make all kinds of mistakes in mathematics problem solving. Teachers may keep trying to highlight or remind those problems again and again to their students, but sadly the situation doesn’t change much in a short period of time. Perhaps this is always happening because of the student’s individual learning ability, but most of the time the students cannot tell what are their problems, and do not know how to make improvements. So with a blurred concept of the problems they have, the student can hardly solve them. When students and teachers see or hear the wrong ways of problem solving, they always feel disappointed, even disgust. But the fear of the "wrong" that the teachers and students have is actually a valuable resource, and the only problem lies before our teachers is how to make the "wrong" become the’ right". But the current junior middle school teachers’ teaching for the use of error is not optimistic, most teachers just analyse the wrong topic, tell students how to correct the problem, but there are few teachers analyse and summarize the errors. As for students, they would be much less active to analyze the cause of the errors, unless the teacher asked them to. But as the grade gradually increase, the analysis has also increased, which may due to the review before the final text. This research is in order to change this kind of state of the students and teachers, try to understand the junior middle school students’ problem solving error’s basic situation, and analysis the reason of produce such errors, and then find a solution to these problems according to the collection of information about the errors. Finally we can apply the method to the teaching to help the students avoid mistakes and we also hope to alleviate the burden of the students, and improve the effect of classroom teaching.This study, taking junior high school students as the research object, uses "the error analysis table" to collect the errors made by the students in Linpu Junior High School. We also ask random students about the reasons for making errors to do simple researches. We use the template designed by Professor Luo Zengru and combine all kinds of researches done by other experts and scholars, classify students’ errors are into Misunderstanding, Improper Method, Calculation Errors and Lack of Number-Sense. In view of these mistakes, and combined with the actual teaching, we designed four specific teaching methods:Strengthened Reading, Multi-solution,Strengthened Concept, and Math Literacy Improvement.Through the teaching strategy, we improved the students’ understanding ability, thinking ability, and mathematics literacy. We also reduced the students’ mistakes caused by all kinds of psychological behavior. We also discovered that students with higher learning ability reduced all kinds of mistakes, and the students with lower learning ability also reduced mistakes in Misunderstanding and Improper Method. And because of the difference of the research objects, we also found that the lower grade students in shaping ability is higher than the senior, because their learning habits and learning ability are in a formatting stage. So to carry on effective teaching is the necessary measures to improve students’ various aspects ability.Through the study of junior high school students’ mathematics problem-solving mistake, not only let the students to pay more attention to the "wrong", and provide "mistakes" resources for other teachers. This also provides effective reference for teachers of other subjects, to improve teaching effectiveness.