Research On The Causes Of Common Mistakes And Teaching Strategies In The Study Of "Figures And Geometry"

With the deepening of new curriculum reform,mathematics teaching began to pay more attention to developing students’ thinking and ability,the graphics and geometric teaching also began to pay more attention to stimulate students’ space imagination and creativity,followed by also exposed some problems,the students in learning the graphics and geometric produced all kinds of errors.Therefore,how to more effectively avoid the occurrence of mathematical errors in classroom teaching has become a common concern of teachers and students.The occurrence of mathematical errors is not accidental.As long as people can actively discover and understand errors,classify and analyze them,and put forward targeted teaching strategies,the occurrence of errors in "graphics and geometry" learning can be effectively reduced.However,in the daily study of students,what are the common mistakes in "graphics and geometry" of primary school mathematics? How can mistakes be reduced? These are questions that need to be explored and solved.Therefore,in order to find out the causes of common errors and effective teaching strategies in the field of "graphics and geometry" in primary school mathematics,the author started this research.This study mainly includes:Research object selection.This study mainly selected three primary schools in shenyang city for detailed analysis of homework 50 books each.Then,the front-line teachers in three primary schools were selected as cases to conduct interviews,and six common mistakes in "graphics and geometry" of primary school mathematics were taken as research contents,and data were collected by means of interview,homework analysis and questionnaire survey.Presentation and analysis of interview results.According to the six common mistakes screened out by the questionnaire survey,six teachers were interviewed in detail for the causes and teaching strategies of each common mistake,and the interview results were analyzed in depth by taking notes and recording the whole process.Based on the analysis of students’ homework and teachers’ interviews,it is found that the causes of common mistakes are mainly divided into four levels.Psychological level includes thinking stereotype,rough perception,weak spatial concept;Habit level includes not careful examination,neglect examination;The skill level includes improper learning methods and weak operation ability.Teaching strategies are proposed for the causes of fault at the four levels.The teaching strategies at the knowledge level include: paying attention to the interpretation of concepts and understanding the essence deeply;Using categorical contrast to distinguish essential differences;Accumulate life experience,close contact with reality.Psychological teaching strategies include: using media appreciation to open students’ minds;Multiple situational activities to cultivate intentional attention;Visually demonstrate and gradually perceive motion.The teaching strategies of habit level include: observing and analyzing marks,strengthening the training of examining questions;Pay attention to inspection and develop good habits.Teaching strategies at the skill level include: using teaching methods according to the actual situation;Independent and cooperative exploration to stimulate students’ interest.It is hoped to provide some guidance and reference for the teaching practice of "graphics and geometry" common mistakes in elementary school mathematics in the future.