A Study On Students' Mistakes In Solving Mathematics Problems In Grade Six Teaching

Students' errors in solving mathematical problems are very important resources for teachers' teaching.If teachers can effectively analyze the causes of students' problem-solving errors,and adopt effective strategy,which will play an important role in improving teaching quality and promoting students' learning.Based on cognitive structure theory and error analysis theory,this article studies the causes of errors of sixth grade students in solving fraction calculation and application questions,and gives corresponding error correction strategies.For a comprehensive study of various error analysis theories,this paper proposes an analytical framework of mathematical problem-solving errors in the light of the usual problem-solving process.According to this framework,we collect the errors of the sixth-grade students in solving the fraction calculation and application questions,and analyze these errors in detail.According to the results of the analysis,the errors of grade six students in calculating and applying questions are divided into four categories: mathematical errors,pattern recognition errors,skills manipulation errors and careless errors.Therefore,we get the following causes of errors: the knowledge structure related to the topic is flawed,the focus of the teaching process is not prominent,and the students' learning habits and methods are problematic.Next,according to the types and causes of errors,we put forward four kinds of error correction strategies: attaching importance to the teaching of mathematical theory knowledge,revealing the process of knowledge formation and students' problem solving,penetrating mathematical thinking methods and cultivating students' thinking quality,and cultivating students' selfreflection ability.Based on the above theoretical research,we give the classroom teaching record about the chapter of "Four Mixed Operations of Scores and Decimals" in the sixth grade of Shanghai Junior Middle School.