Research On "Knowledge Misunderstanding" And Its Correction In Seventh Grade Students' Mathematics Learning

Mathematics learning knowledge refers to the misunderstanding of students understanding of knowledge representation in the process of mathematics learning or understanding of knowledge is not comprehensive in its understanding of mathematics essence content deviation error even study of misunderstanding in students' learning mathematics knowledge is helpful to explore the real situation of students learning mathematics,clarify misunderstanding the influence degree of the subjective and objective factors of knowledge,help students to misunderstanding into one solution,and accordingly improve the students' ability of grasping knowledge and problem solving ability In view of this,this paper takes the seventh grade students as the research object,and analyzes the current situation of their knowledge misunderstanding in mathematics learning,so as to help teachers effectively avoid the misunderstanding in students' learning and improve the effectiveness of mathematics teaching.This study mainly adopts literature analysis method,questionnaire survey method,case analysis method,interview method and other methods.Firstly,based on literature combing and analysis,the main research direction and problems are established.Then,123 students from three parallel classes of grade 7 taught by the author were selected for a questionnaire survey to understand the current situation of their knowledge misunderstanding in mathematics learning.Then to monitor student's work and practice,in a timely manner with the class teachers of mathematics for students of knowledge communication misunderstandings,the end of the semester when selecting the teachers and students conducted interviews,several typical specific to understand their knowledge of the main causes of misunderstanding and their opinions on this phenomenon in the end,according to the status quo of knowledge misunderstanding knowledge misconception correction strategy is proposed.The main conclusions of the study include:(1)based on the literature,Misunderstanding is not the same as false teachers should attach importance to students' misconception,must not will misunderstanding with errors,to master in the thinking process of students misunderstood,le qing source of misunderstanding,and the knowledge of students,to give you misunderstanding guide.(2)based on the questionnaire,the study found the students by the conceptual misunderstandings and symbol type knowledge degree of misunderstanding misunderstanding heavier less graphic type knowledge,and knowledge in concept and symbol of misunderstanding has obvious gender differences.(3)based on the interview study,teachers of all ages for the misunderstanding On the contrary,young teachers have a more detailed understanding of knowledge misunderstanding than older teachers.In addition,students are aware of the existence of misunderstanding in the learning processstudents.