An Intervention Study On Mathematical Error Management Strategies Of High Grades Students In Primary School

School mental health education is not only concerned about students' cognitive errors, adverse emotional and behavioral problems, psychology and other disciplines also will be interwoven, in order to improve student achievement. It focus on mathematical error management ability of middle school students, it should also pay attention to cultivate mathematical error management capability of students. It can cultivate good study habits from childhood, reduce students' math anxiety, improve learning efficiency, improve learning outcomes and promote interest in learning. In the previous studies, most of all are the investigation of the relationship between error management and academic. We lack the study that is an intervention study about error management. In the previous intervention, the researcher have kept a watchful eye on error management capability. However, variety of studies have shown that students all treat the error management with a positive attitude, they realize the importance of error management and manage the errors in their ways. And mathematical error management strategies of high grades students in primary school compared to the other three dimensions is relatively poor. Therefore, this study is intended to use metacognition theory as a framework, design and implement training program aiming at mathematical error management strategies of high grades students in primary school and applied to the situation of teaching in classroom.The main curriculum framework of the training courses to improve mathematical error management strategies of high grades students in primary school:firstly, guide students from cognitive point of view, to "understand" the value of the wrong questions; then "statements" wrong question which needs to error management, and the questions need to manage "construction" into the wrong title set and analyze the reasons; Secondly, the decision to use any "policy" analyzed the wrong question, the correct way to "solution" out the wrong question; and finally "review" the correctness of classification, revised and management about wrong questions.The program lasted for about two months. Two classes in fifth-grade were randomly sampled in Xi'an Yellow River as the experimental class and control class.The program based on metacognition theory that are used to enhance mathematical error management strategies of high grades students in primary school should be implemented in the experimental class, and control class are conducted mathematics self-study courses. Using the primary school student's error management questionnaire adapted from the middle school student's error management questionnaire by Liu Ru de to do the pretest and posttest in experimental class and control class. Meanwhile, analysis students' math scores before and after the intervention, and draw the following conclusions:1. Mathematical error management strategies of high grades students in primary school compared to the other dimensions is relatively poor. Error management strategies scores significantly lower than the error management behavior.2. Mathematical error management behavior and strategies of high grades students in primary school are all no significant gender differences.3. There is significant positive correlation between mathematical error management level and math scores of high grades students in primary school.4. In experimental class, error management strategies and math scores have be measured significantly higher than pretest in the posttest. There was no significant change in control class. In experimental class and control class, the difference of the measurement data between pretest and posttest has significant difference. Therefore, intervention courses can improve students' error management strategy and math scores. The result indicated that the intervention courses of mathematical error management strategies of high grades students in primary school is effective.