| Summary: | 碩士 === 國立高雄師範大學 === 數學系 === 106 === Abstract
The purpose of this study is to discuss the answer situation on logarithm function of 10th graders at Tainan City. We analyze research on error patterns. At the same time, the difference between the answers of the two types of students was analyzed by using the error rate of the students with high and low homogeneity.
Compare the error patterns and error reasons of the students in logarithm function unit and the answer situation between the different division classes. The main findings of this research are as follows:
1.The results of the error patterns was concluded as follows. Blank answers have been excluded.
a. The basic concept on logarithm function:
Randomly use the number and symbol of the examination question to arithmetic or use the logarithmic operation rules .
b. The graph on logarithm function: Descript error graphic or guess answer.
c. The logarithm equation: Calculate errors or write more answers.
d. The logarithm inequality: Range errors, answer missing, and answer randomly.
e. The comprehensive application question examination: Incorrect writing method of completing square, the logarithm operation errors, calculating inequality as solution equation, or filling in the answer randomly.
2.The results of the error reasons was concluded as follows: (A lack of motivation is excluded)
a. The basic concept on logarithm function: Unfamiliar with definition of logarithm.
b. The graph on logarithm function: Graph is not extended and students cannot distinguish the function between increase or decrease by judging the base is between 0 and 1 or greater than 1, resulting in the decline, incremental.
c. The logarithm equation: The computational process is disorganized, resulting in computational errors. Unchecked logarithmic definition cause the answer don’t correspond.
d. The logarithm inequality: Students don't know prior knowledge and logarithmic concepts. The sloppy and confusing computational process result in a computational error or an incorrect expression.
e. The comprehensive application question examination: The problem-solving procedure presents is confusing, so it leads to the caculation errors, randomly filling answers and being unclear about the question leads to errors.
3.The different answer of two types of students as follows:
a. The students of low homogeneity: Since they not motivated, some of them leave the answer sheet blank in examination. Except for, some students do better in partial chapters in logarithm function, but students do worse in integrated concepts.
b. The students of high homogeneity: The rate of blank answers of these students are relatively low.Most of their mistakes are calculation errors or misunderstanding, and they can correct themselves. Whether in a single chapter or integrated knowledge, they can achieve teaching goals.
|
|---|
