A Comparative Study Of Junior High School Mathematics Teachers Dealing With Student Errors In Class

In mathematics teaching process, the error of students is inevitable.Treating and using class learning errors scientifically can promote students to understand mathematics and improve ability of discovering, thinking and solving problems and cooperation and questioning ability, improve teaching efficiency. But the phenomenon of avoiding the error of students in order to ensure the progress of class teaching :inefficient using of class learning error resources are still exist in the practical teaching. Teachers in different stages of development have their own characteristics in the treatment of class errors and there are differences between them.To study treatment of class error of junior middle school math teachers in different stages can provide teachers some references of treating class learning errors .The study chooses novice,proficient,expert teachers and contrasts their type and lever of verbal feedback. According to the method of TIMSS video research, the researcher converts the teaching videos to text records. Based on video analysis,coding statistics , and the data processing function of Excel ,the researcher contrasts the data and draws following conclusions:1.The class learning error feedback level of expert and proficient teacher are high level ; novice teacher generally have low level feedback, their low lever feedback to first grade students is less than to second and third grade students.2.Ignoring the wrong answer by giving the correct answer directly is the main low-level declarative feedback of novice teacher ; asking other students to answer same question directly is the main low-level questioning feedback of novice teacher.3.The specific type of teachers, high-level declarative feedback is no large difference between them: Providing information is main type of feedback, but the using proportion of expert teachers was significantly higher than the novice and proficient teacher; the using proportion of explaining by teachers is no large difference; novice and proficient teacher give encourage to students' answer.4.There exist some differences in the specific type of teachers' high-level questioning feedback : The using proportion of explaining error by students themselves of novice teacher is significantly lower than the proficient and expert teacher, expert teachers' is slightly lower than the proficient teachers; the using proportion of asking questions by novice teacher is significantly lower than the and proficient and expert teacher.5.In junior middle school math class, teachers tend to treat students' class learning errors with questioning feedback.According to the differences of comparative study and the case analysis of the teaching fragments,the researcher summarizes the shortcomings and advantages of the novice teacher and the advantages of proficient and experts teacher,and provide the following suggestions for novice teacher:1 .Strengthen the understanding of teaching objectives;2.Help students understand the cause of error;3.Increase providing information and asking more question;4.Improve students to participate in error correction;5.Pay attention to arrange class learning errors.