기본연산 및 일차방정식의 문제해결 과정에서의 오류 분석

Abstract

This study examined how many questions related to letters, formulas, and simple equations a total of 95 first graders in middle schools with underachievement in mathematics after they learned about simple equations and how much they know of the related mathematics learned in elementary schools. The results are as follows. First, many of the subjects are found to solve well the problems of obtaining the numbers in blanks in the elementary school curriculum, but to fail to obtain in the middle school curriculum. Second, two types are found: those who solve well the four fundamental arithmetic operations with fractional numbers in the elementary school curriculum but cannot solve well simple equations with fractional numbers in the middle school curriculum; and those who can neither solve well the four fundamental arithmetic operations with fractional numbers in the elementary school curriculum and can nor solve well simple equations with fractional numbers in the middle school curriculum. Third, it is found there are great differences in the problem-solving abilities depending on the coefficient in simple equations between the subjects. The subjects are found to be able to solve well the problems when the coefficient is 1 or when the constant term is transposed and is divided by the coefficient even if the coefficient is not 1, but not to be able to solve well the problems when the coefficient is not 1 or when the constant term is transposed and is not divided by the coefficient. As a result of analysis of errors made by the students and examination of relations between the questions, it is needed to evaluate the contents of the least prerequisite learning before classes and to teach the students in accordance with the result of the evaluation before giving the regular classes.