Investigation And Study Of Junior Middle School Students’ Understanding Level Of Equation Concept

Looking at the long track of high school mathematics curriculum,the topic of equation can be described as the only way to go.The subsequent related knowledge of equation cannot be developed and carried out without it,and the solution of many mathematical problems also depends on the concept,thought and method of equation.It is particularly important to understand junior high school students’ understanding level and cognitive rules of equation concepts.It plays an indispensable auxiliary and guiding role in the curriculum design of equation,the teaching of equation concepts,and the compilation of teaching materials of equation and algebra.This research is based on the abstract theory of the relationship between quantity and quantity taught by Professor Shi Ningzhong.Through the way of test interview,the students of two junior high schools in S city are investigated on the understanding level of the equation concept.The analysis results show that due to the deepening of the knowledge of equation and the supplement of other related disciplines to the content of equation,the junior high school students of different grades have a certain stage of understanding of the equation concept.There is a certain gap between the overall equation understanding of grade 7 and grade 8 and grade 9,which is a single stage.The overall understanding of equation concepts in grade 8 and grade 9 is better than that of grade 7 students and is basically at the same stage.Most junior high school students’ understanding of the equation is in the symbolic stage.They can judge the basic form of the equation,clarify the relationship between quantity and quantity,and use the relevant knowledge of the equation to solve some problems in different backgrounds and situations.Generally speaking,with the grade progression of junior high school students,their understanding of the concept of equation is getting higher and higher,and the volatility is becoming smaller and smaller.Most students’ understanding of the concept of equation is relatively limited,especially the lower the grade,the weaker the understanding of the equation.Among them,the seventh grade students’ understanding of the concept of equation is limited to the most basic problem solving and the expression of the concept of equation in textbooks.Some students are fixed in thinking and their understanding of the concept of equation is only at the formal definition stage.The eighth grade students have a slightly higher level of understanding of the concept of equations than the seventh grade students.After guidance,they can produce independent thinking,but they are also in a relatively basic stage on the whole.In contrast,ninth grade students have a wider understanding of the concept of equation.They can actively feel the quantitative relationship in the situation and have the consciousness to consider problems with equation thinking.However,quite a few students can basically reach the universal stage,and it is difficult for them to deeply understand the important role played by the idea of equation model in the actual quantitative relationship,and their understanding of the concept of equation still needs to be further improved.The main manifestation is that most junior high school students are still unable to distinguish the concept of equation from other related and confusing concepts.It is impossible to abstract the concept and model of equation for different problems,and to study the equation as an independent object flexibly and accurately.It can be seen that their dialectical thinking ability is weak and it is difficult to understand things completely in essence.According to the above research and conclusion,this paper puts forward several suggestions on how to improve the understanding level of junior high school students’equation concept:pay attention to the treatment of equation concept and equation concept;Stimulating students’ interest in equation learning and creating a generative classroom;Pay attention to the development of mathematical models and the formation process of equation concepts.To improve teachers’ professional quality,pay attention to the infiltration of mathematical thinking methods.