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首页> 外文期刊>International Journal of Science and Applied Science: Conference Series >The Analysis of Student’s difficulties Based on Skemp’s Understanding Theorem at The Grade VII in Quadrilateral Topic
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The Analysis of Student’s difficulties Based on Skemp’s Understanding Theorem at The Grade VII in Quadrilateral Topic

机译：基于四边形主题七年级上斯肯普的理解定理对学生的困难进行分析

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摘要

In learning process must be found the student’s learning difficulties. The difficulties blocked students in learning process caused by several internal factors(talent, motive, intelligence, motivation) and external factors (family, teachers, peers). The student difficulty in learning general is caused by the lack of understanding of mathematical concepts. Skemp states that there are two types of mathematical concepts understanding, namely instrumental understanding and relational understanding. The purpose of research in this article is to describe the students' difficulties to solve the problem in a quadrilateral topic based on Skemp's Understanding theory. Skemp’s Understanding theory indicators include : students ability to classify objects based on requirements that can build this concept, students ability to apply this concept with algorithm , students ability to giving examples of a concept, students ability to present the concept in mathematics representation, students ability to relating various mathematical concepts, and the ability to develop the necessary terms and conditions is quite a concept. This research was designed in qualitative research. The data was collected by test and interview. The results show that the most difficult is about the students ability to relating various mathematical concepts.
机译：在学习过程中必须发现学生的学习困难。各种内部因素（才能，动机，智力，动机）和外部因素（家庭，老师，同伴）导致学生学习困难。学生学习通识的困难是由于对数学概念缺乏理解引起的。 Skemp指出，数学概念理解有两种类型，即工具性理解和关系性理解。本文的研究目的是基于Skemp的理解理论，以四边形主题描述学生解决问题的困难。 Skemp的理解理论指标包括：学生根据可以构建此概念的要求对对象进行分类的能力，学生使用算法应用此概念的能力，学生给出概念的示例的能力，学生以数学表示形式表达该概念的能力，学生的能力与各种数学概念相关联，以及开发必要的条款和条件的能力是一个相当大的概念。本研究是在定性研究中设计的。通过测试和访谈收集数据。结果表明，最困难的是关于学生关联各种数学概念的能力。

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