Error Resources Of Fourth Grade Students In Mathematics Learning Utilization Research

French mathematician Adama once said:"In fact,errors often occur.Once a good mathematician finds a mistake,he tries to correct it."It’s not surprising that mathematicians make mistakes.Errors in mathematics learning are a process in which students constantly understand and construct mathematical knowledge.Students’errors are also a valuable dynamic generating resource in teachers’ teaching.Fourth grade students are at the beginning stage of the senior grade in primary school.It is unavoidable for them to make various mistakes in learning mathematics,including imprecise misconceptions before learning,wrong answers in class and wrong answers in homework.In the process of learning mathematics,students always encounter various errors at different times.How to make good use of these "beautiful mistakes" in students’cognitive process and make proper use of them in time,so as to turn this" cold beauty" into "hot knowledge key".Today,it is particularly important to advocate the new curriculum reform and improve the quality of the classroom.In addition to the introduction,this study is mainly composed of five parts.This paper defines the definition of error resources,illustrates the particularity of fourth-grade students’learning and the typicality of reflecting problems,expounds the theoretical basis for teachers to make use of students’ error resources,and analyses the educational value of error resources.By means of teaching cases,interviews and textual analysis of examination papers,this paper classifies the students’experiential errors,knowledge errors and attitude errors,and analyses the errors.It also explores the causes of the errors from three aspects:the roughness of students’life experience before teaching,the lack of solid knowledge in class and the lack of good learning habits after class.Finally,based on the above phenomena,some countermeasures are put forward for front-line teachers:First,make full use of students’existing life experience before class,including(1)grasping students’ experience in time,(2)guiding students to construct correct cognition.Secondly,classroom mistake is the best state of classroom teaching,including:(1)teaching cognitive aspects:①teachers should establish correct misconceptions,②teachers should catch valuable error resources in time;(2)teaching skills:①contrast errors,expand knowledge,②guide students to reflect and improve their understanding;(3)environmental quality improvement aspects:①cooperation and mutual assistance in groups,joint learning,②class owners Teachers should create a suitable learning environment.Thirdly,there are wrong answers after class,including(1)strengthening the training of students’attribution ability,(2)paying attention to developing good learning habits.Through this study,we hope that front-line teachers can pay more attention to and make good use of students’errors at different stages of learning from the three aspects of pre-teaching,classroom and after-class,and transform them into effective teaching resources to improve the quality of teaching.At the same time,we also offer our own views for enriching the relevant research of fourth-grade students’ errors resources.