Research On Error Analysis Ability Of Mathematics Teachers

In the process of teaching,the analysis of students'problem-solving errors is one of the basic teaching activities of teachers,and the ability of error analysis is the necessary professional ability for teachers to engage in teaching work.Most of the research on students'problem-solving errors is to study the students' error analysis itself,while the systematic research on teachers'error analysis ability is relatively few.However,from the perspective of mathematics teachers'professional development,the research of mathematics teachers' error correction ability is very important.This study mainly focuses on three issues:the status quo of high school mathematics teachers'error analysis ability;the difference between Master of Education(Mathematics)and in-service teachers' treatment of students'errors;and suggestions for the development of high school mathematics teachers' error analysis ability.Based on the concept of error analysis ability of mathematics teachers proposed by Dr.Peng Aihui,this study collects and analyses the data of questionnaires by qualitative research method.Questionnaires and interviews were used in the survey,which consisted of students'test papers and teachers' questionnaires.First of all,the purpose of the student test survey is to produce real errors in mathematics learning,as the carrier of follow-up research.Secondly,we use the mathematical errors produced by students to examine the error analysis ability of high school mathematics teachers and Master of Education(hereinafter referred to as Master of Education)in the direction of subject teaching(mathematics).The following conclusions are drawn from the study:The research conclusion of the present situation of high school mathematics teachers'error analysis ability is that most high school mathematics teachers are at the level of fuzzy analysis and part-accurate analysis in the four dimensions of identification,interpretation,evaluation and correction.The problems of high school mathematics teachers'error analysis are:ambiguous identification of logical and strategic errors;lack of in-depth interpretation of students'mathematical errors;inappropriate attribution of students'mathematical errors.Most Masters of Education are at the level of fuzzy analysis in the four dimensions of identification,interpretation,evaluation and correction,while a few Masters of Education are at the level of partial-accurate analysis.The problems in the error analysis ability of Master of Education are:Master of Education is not familiar with the content of high school curriculum;Master of Education attributes errors to the established rules in the classroom;Master of Education is difficult to identify students'strategic errors.In dealing with students'errors,senior high school teachers and Master of Education are at the level of partial-accurate analysis in identifying students' mathematical errors;and in explaining students'mathematical errors,they are at the level of fuzzy analysis.There are significant differences in three aspects:evaluating students'mathematical errors,correcting students' mathematical errors and attributing students'errors.For the development of mathematics teachers error analysis ability,there are ways:ability comes from the accumulation of teaching experience;ability comes from rich subject teaching knowledge;ability comes from the influence of in-service teacher training.Suggestions for improving the ability of error analysis of mathematics teachers include:strengthening the study of relevant pedagogical theory knowledge;emphasizing the digging of arithmetic behind mathematical knowledge;accumulating abundant cases of error correction in daily teaching.According to the above research conclusions,some enlightenments about teachers'error analysis ability are obtained,and some problems that can be further studied are put forward.