## Most typical math problems discussing in college

# Most typical math problems discussing in college

When you are learning in the university or college you can confront with a lot of study, vent and sometimes students create some speech academy groups, where they can share the main ideas and many other specialists with their projects, so only that you need to do its show how you can thinking in the math field. The most popular form, how you can improve your wiring, researching and perforce skills it’s taking part in the discus of the th9is typical groups because you can find the a lot of other onions and you will teach how to protect your study project tan dour ideas form the other pope and opponents. These skills can be very useful if your cedi to proc tour academy work in the university or college environment, so only that you need to do it write some specialties of your academy writing style and you will see how you can deal with the most popular subjects in your skills. Insufficient work on connections in mathematics usually leads to common mistakes. Example:

– Errors related to an incorrect definition of the generic concept: A square is a polygon whose diagonals are equal (the specified generic concept is a polygon, not the nearest);

– Errors associated with the incorrect definition and species differences: The angle formed by two chords is called inscribed (no other significant feature is specified – the vertex of the angle must lie on the circle);

– Missing words: A prime number is a natural number that is divisible by itself and by one (Missing word “only”).

To avoid the typical mistakes that arise due to weak internal conceptual connections, they turn to counterexamples, which are first given by the teacher, and students are involved in their construction. For example, to prevent the errors presented in the last example, it is advisable to present a counter-example: the number 12 is divisible by one and by itself, but is not a prime number. Such work will help to increase the mathematical culture of students, teach them to consciously relate to each word in the definition.

The teacher’s task is to fill in the missing stages in the lessons devoted to the formation of concepts.

In this case, the concept that is formed will be mastered by students consciously and fully, this is what will prevent the occurrence of common mistakes. It is also important to note that an important role in preventing errors is played by exercises related to the practical application of concepts and theorems. In lessons, there are often situations when students correctly formulate the definition of a concept, a theorem, but are powerless in the case of solving a specific problem.

Students’ mistakes show mistakes in the work of the teacher, so to reduce them, each teacher must learn to anticipate them.