A Study On The Types And Causes Of Equation-solving Errors Among Seventh-grade Students In Tibet

Equations are an important part of the "number and algebra" part of the compulsory education stage.The learning of equations is not only conducive to improving students’ arithmetical ability,but also conducive to the development of students’ symbolic awareness,model thinking and application awareness.The results of the ethnic education quality monitoring of the Tibet Autonomous Region in 2019 show that the accuracy of the seventh grade students in solving the linear equations of one unknown,solving the linear equations of two unknowns,and solving the actual problems of the three equations of the Tibet Autonomous Region is less than one third.The students’ grasp of equations is not ideal.This article studies the types of equation problem solving errors of Tibetan seventh grade students,explores the causes of the errors,and puts forward relevant suggestions to improve the equation problem solving errors,and provides a certain theoretical basis for the seventh grade equation teaching in Tibet.This article adopts the methods of literature research,quantitative analysis and qualitative analysis,using the three equations in the ethnic education quality monitoring of the Tibet Autonomous Region in 2019 as a research tool,and selecting a sample of 494 students covering seven regions in Tibet for research.On the basis of the related research on mathematics problem-solving errors,an analysis framework for the types of equation problem-solving errors of conceptual errors,procedural errors,strategic errors and negligent errors has been established,and it is used in solving one-dimensional linear equations and solving two-dimensional linear equations.The equation system and the list of equation systems are expanded to solve the three problem types of actual problems,and the second-level framework for the analysis of the types of equation problem-solving errors is constructed.After coding and statistical analysis,the following conclusions are drawn:(1)The type of errors made by Tibetan students in the seventh grade in solving equations are mainly conceptual errors;(2)In solving linear equations in one unknown,the conceptual errors are mainly incomprehension,etc.The basic nature of the formula,procedural errors are mainly because some items are not involved in the calculation,strategic errors are mainly due to stagnant problem solving,and fault errors are mainly calculation fact errors;(3)In the solution of binary linear equations,conceptual errors are mainly In order to fail to understand the concept of equations,procedural errors are mainly two-form addition and subtraction errors when adding and subtracting elements,strategic errors are mainly problem solving stagnation,and faulty errors are mainly transcription errors;(4)the actual solution of the equations in the list In the question,conceptual errors are mainly to find out-of-equivalence relations,procedural errors are mainly errors corresponding to unknowns and unknowns,strategic errors are mainly errors in answering using algebraic methods,and negligent errors are mainly omission errors.In addition,this paper uses the chi-square test to test the difference between urban and rural students’equation answers and the proportion of error types.It is found that urban students’answers to equation questions are significantly better than rural students,but the difference in the proportion of error types is not significant.Based on the research on the types of errors,the causes of errors in solving equation problems are attributed to the following 5 points:(1)Teachers teach mechanically,students have unclear understanding of equation concepts and arithmetic algorithms;(2)Teachers do not emphasize enough on the details of calculations,students The application of arithmetic algorithms is not ideal;(3)Students have obstacles in reading text problems,and the formulation of problem-solving strategies is hindered;(4)Teachers do not develop enough problem-solving habits,and students cannot correct negligent errors in time;(5)Tibet Autonomous Region The education level is backward and the urban and rural development is uneven.Finally,based on the research on the types and causes of equation problem-solving errors,this article puts forward relevant suggestions:(1)Consolidate the basic knowledge of equations and clarify the arithmetic algorithms of equation operations;(2)Standardize the details of actual problem-solving and train students to calculate(3)Strengthen language learning and emphasize the teaching of problem-solving strategies;(4)Cultivate students’habit of checking in time and standardize writing;(5)Increase education investment in Tibet,balance urban and rural educational resources,and promote education fair.