A Case Study On The Correction Of Function Problem-solving Mistakes For Senior High School Students

Problem-solving mistakes are one of the common phenomena in the process of mathematics learning.Many students learn mathematics without discovering and correcting the mistakes in time,leading to poor mathematics and fear of mathematics for life.Therefore,they should lay the basics of mathematics in the secondary education stage.It is especially important for the growth of a person's life.Especially in the current high school mathematics education,college entrance examination achievement is a major indicator to test the quality of teaching work,so paying attention to the analysis and judgment of high school mathematics problem solving can effectively improve the quality of high school mathematics teaching.In view of the fact that the proportion of functions in the college entrance examination is relatively high,this study focuses on discussing the mistakes of function solving,in order to provide a reference for comprehensively improving the quality of high school mathematics teaching.Based on the current high school mathematics textbooks,this study firstly designs research ideas and research routes according to the theory of problem-solving mistakes.Secondly,it conducts surveys and analysis,through teacher interviews,student questionnaires and student tests,this paper investigates and analyses the conceptual errors,comprehension errors,negligence errors and strategic errors in the functional problem-solving mistakes of Grade One students in M Middle School.Thirdly,according to the analysis of the status quo,the main reasons for the errors are as follows: the connotation and extension of the function is unclear,lack of good learning habits,lack of problem solving method,and failure to correct the mistakes in time.Four corrective strategies are put forward,including strengthening the teaching of function connotation and extension,cultivating students' good learning habits,strengthening the training of students' problem-solving methods,and correcting function problem-solving mistakes in time.Finally,two representative students were selected,and the targeted correctional strategy was used to conduct a two-month case correction study.The results showed that students with differentlevels had significantly improved performance through correction.