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几年前,笔者写了“数学错解原因浅析”一文(曾获2009年中学数学教研论文评选二等奖),文中罗列了几种数学错解现象,在随后的实践中发现有些错误是明显的,易克服的,而有些错误是在不知不觉中产生的,隐藏得很深,甚至检查几遍也找不到原因。数学错解的原因有显性与隐性之分,学习的过程就是澄清错误的过程,只有弄清错误背后的原因,才能掌握数学的真谛,这是学好数学的一条捷径。
A few years ago, the author wrote “Analysis of the causes of math misunderstanding,” one article (won the 2009 second prize of mathematics teaching and research papers in secondary schools), the article lists several phenomena of mathematical misunderstanding, found in subsequent practice Errors are obvious, easily overcome, and some errors are unknowingly generated, hidden deep, and even checked several times can not find the reason. The reason of math misunderstanding is divided into dominant and recessive points. The learning process is to clarify the wrong course. Only by understanding the reason behind the mistake can we grasp the essence of math, which is a shortcut to math.