An Empirical Study On Cultivating Sixth-grade Students' Math Error Management Ability

Sixth-grade students are in an important stage of transformation from primary school to junior high school,which is a critical period to develop good learning habits of mathematics.Teachers,parents and students should pay more attention to the attitude of students' mathematics learning and the choice of learning methods.Mathematics learning should not only focus on doing massive exercises,but also on training students' logical thinking.In mathematics learning,each student will encounter mistakes,and the daily correction of those mistakes cannot completely avoid mistakes.more and more mistakes,will make students lack the enthusiasm to learn mathematics.That's why it is necessary to manage errors.Guide the students to reflect on the mistakes,make full use of the error resources,classify and sort out them,and turn mistakes into treasures,help the students to develop good habits of error management,so as to help the students to improve learning efficiency and raise the interest in mathematics learning.In this study,questionnaire survey,experiment method,case analysis method and other research methods were used,and relevant theories such as pedagogy and educational psychology were combined to conduct a research on the management of mathematical errors of sixth grade students.On the base of previous studies,the "questionnaire on the management of mathematical errors of sixth-grade students" was compiled,and 265 students from eight classes of sixth-grade in a public junior high school in Jing'an District were investigated.The purpose of this paper is to understand the current situation of the management of sixth-grade students' mathematical wrong questions,and to propose the strategy of cultivating students' management of mathematical errors.After implementing the strategy for one semester,through the experimental research method,the students' repeated error rate before and after the management of error was compared,and the following conclusions were drawn.Conclusion 1.The current situation of the management of error in mathematics among the sixth-grade students is general,among which the attitude of the management of error is relatively good,but the behavior,strategy and motivation of the management of error are lack,indicating that the sixth-grade students lack the guidance of the management of error.Conclusion 2.Students of different learning levels and different genders have differences in the mathematical error management.We found that excellent students are better than ordinary students,while ordinary students are better than poor students.The management level of female students is better than that of male students.Conclusion 3.It is beneficial for teachers to better guide students and their parents to put forward the strategy of cultivating students' management of error in teaching.By cultivating students' management ability of error in mathematics,students' learning interest and academic performance can be improved.Therefore,I put forward the following suggestions for teachers,students and parents' management of wrong math problems:1.Teachers should ask students to sort out wrong questions with knowledge points as clues,and let students know their wrong points,regularly arrange the review and rearrangement of the set of wrong mathematical problems,carry out more activities to share students' wrong math questions.2.Students should record wrong math questions according to the standard,regularly sort out incorrect questions to improve the management efficiency of mathematical incorrect questions;And actively participate in the sharing of math problems.3.Parents should communicate more with school teachers,sign their names and give feedbacks to students to sort out every wrong math problem.And help students to consolidate the wrong knowledge points.