Study On Common Errors Of High School Students In Inequality And Guiding Strategy

Solving inequality in high school mathematics is the improvement and expansion of the solutions in junior middle school. In addition to solving linear inequality in one variable, high school also introduces quadratic inequality in one variable, fractional inequality, inequality with absolute value, irrational inequality, exponential and logarithmic inequality and parameter inequality etc. In the entire period of learning high school mathematics, solving inequality plays an instrumental role connected with much mathematical knowledge and it also serves as the carrier of mathematical thought. Such thoughts as symbolic-graphic combination, function and equation, induction and transformation and classification discussion are included in solving inequality. But it is found in teaching high school that students have frequent errors in solving inequality. As calculation errors affect the whole math problems to solve, this paper studies the common errors and guiding strategy in solving inequality for high school students.The thesis makes test over 140 students’ level to solve inequality in three classes of grade two in high school and emphasize in testing students’ solution and typical errors.The testing results can only display thinking results of students in solving inequality. In order to further understand thinking process of students, the thesis makes interviews with 30 students in three groups(excellent group, moderate group, and developing group) under the guidance of thinking aloud and finds that the cognitive level of 30 students in solving inequality is manifested at three levels(memorizing, understanding and application). The thinking paths of student at three kinds of cognitive levels are different. Based on comprehensive level testing results and interview results, the thesis summarizes common errors of high school students in solution to inequality and based on learning transfer theory combined with above testing results and errors, the thesis concludes factors influencing ability of high school students to solve inequality and proposes guiding strategy to improve high school students’ ability to solve inequality.Although solution to inequality is only part of inequality chapter, it influences mathematical study in overall high school. As a result, solution to inequality should be highly emphasized by teachers and students and students’ ability to solve inequality should be improved.