Research On The Current Situation Of Teaching Wrong Mathematics Problems In The Upper Grades Of Elementary School

As an important part of elementary school mathematics learning,wrong questions are of great significance to elementary school mathematics learning.However,in the current way of "doing wrong,doing wrong,doing wrong again",the strategy of "doing wrong,doing wrong again",aiming at pursuing high marks,has worn out pupils' interest in mathematics learning;wrong questions reflect students' lack of learning.If we do not pay attention to wrong questions' teaching,a large number of wrong questions will reduce students' self-efficacy,and then lead to many learning problems.The wrong questions are also of great significance to teachers' teaching.They can be used as an important grasp of teaching.If they are used well,they can effectively improve the efficiency of teaching.Firstly,this paper analyses the related research on mathematical errors through literature research method,and introduces and expounds the situation of the research on mathematical errors.Secondly,this paper defines the related concepts of the research questions,elaborates the origin of the research questions,and illustrates the necessity and value of the research on the teaching of erroneous questions of mathematics in the senior grades of primary schools.Thirdly,through classroom observation,two-way in-depth interviews with teachers and students and collecting and sorting out relevant texts,the present situation of the teaching of wrong math questions in senior primary schools is presented objectively and analyzed appropriately.Then,aiming at the present situation of the teaching of wrong questions in Mathematics in the senior grade of this primary school,this paper analyses the problems existing in the teaching of wrong questions by taking teachers as attribution objects,and makes attribution analysis from the problems existing in the teaching of wrong questions of teachers and the problems existing in the present situation of students as follows: in the teaching of wrong questions,the teaching link of teachers' wrong questions is not close enough,teachers' preparation for lessons before class is insufficient,teachers neglect the teaching counter-reaction to wrong questions.The problems in the current situation of students' wrong questions can be attributed to teachers by neglecting of students subjectivity in the process of correcting mistakes,inadequate guidance for students' correct ways and inadequate teaching countermeasures for teachers' wrong questions.Finally,according to the existing problems,this paper puts forward reasonable suggestions,hoping to give primary school mathematics teachers some beneficial teaching enlightenment and practical help,so as to improve teaching efficiency and revitalize teaching vitality.The author regards the teaching of wrong questions,as the core content of the research,aiming at improving the efficiency of correcting mistakes and improving the teaching strategies of wrong questions.Based on the current situation of wrong questions taught,taking the practice in schools as an example,this paper analyzed and discussed the problems existing in the present situation of wrong-question teaching.However,due to the limited practical experience of the author,there are some problems such as the lack of in-depth discovery of the status quo and the proposal.