Study On The Effect Of Error Corrections Of Junior Middle School Students' Mathematical Problem-solving Errors

To improve students' problem-solving ability is one of the important goals of mathematics teaching.Helping students reduce problem-solving errors efficiently is an effective way to improve the ability of solving mathematical problems of junior school students.In order to improve junior school students' mathematical problem-solving ability,mathematics teachers need to understand the application and effect of corrective strategies.Then they can select the effective ones according to the types of errors and the size of the students flexibly and properly.The research is mainly from two aspects,one aspect is through the comparative experimental and classroom observation method to study targeted collective teaching strategy,individual counseling strategy,opening error analysis course strategy and the strategy of asking students to finishing the wrong set of questions.The purpose is to compare the effect of them and summarizes the types of errors that they are appropriate to correct,and then provide the theoretical basis for teachers to choose corrective strategies.The other is to investigate six mathematics teachers of a junior middle school by interview method.The purpose is to understand the status of their implementation of corrective strategies,and then provide them with practical advices on the use of corrective strategies.The study found that: whether intellectual errors,logical errors,calculation errors or writing errors,if they are atypical and only exists in individual students,individual counseling in the above four strategies is the most efficient strategy for teachers to solve the errors.In order to ensure the effectiveness of error correction,the strategy of finishing the wrong set of questions is requested to be used with the other three corrective strategies.Compared with opening error analysis course strategy,targeted classroom collective teaching strategy is more effective in correcting intellectual and logical errors.Compared with targeted classroom collective teaching strategy,opening error analysis course strategy is more effective in correcting calculation and writing errors.Junior middle school mathematics teachers have little understanding of corrective strategies,and used to use a single strategy to correct students' errors.They are easy to ignore the effect of corrective strategies,and can not predict the effect of error correction.Selecting corrective strategies according to the actual needs is beyond their consideration.