The Investigation And Strategy Research On The Management Of Mathematics Errors In The First Year Of High School Students

There is an indispensable link in the process of students learning mathematics,that is,a certain amount of exercise training.For students,by doing a certain amount of exercises,they can strengthen their understanding of mathematical concepts,formulas,and theorems,form and master basic mathematical knowledge and mathematical problem-solving skills,and improve their mathematical thinking ability.For teachers,the exercises can help them understand the students’ mastery of the knowledge points and realize their deficiencies in the teaching process.In the problem-solving activities,due to the influence of intellectual and non-intelligent factors,students will inevitably experience wrong questions.These wrong questions precisely reflect the students’ knowledge loopholes and deficiencies,thinking deviations and misunderstandings.If students can actively organize,analyze,reflect on and summarize wrong questions under the guidance of teachers,that is,to effectively manage the wrong questions,then the wrong question is a valuable learning resource to help students improve their knowledge structure and improve their academic performance.The study uses a combination of quantitative and qualitative analysis.By sending out questionnaires to the students in the first year of the internship school to understand their management of mathematical errors,and using Excel and SPSS statistical software to make statistics and processing of the original data in the effective questionnaires,independent sample t-test,one-way ANOVA and Pearson test were used to carry out statistical reasoning.In addition,in order to understand the degree of recognition of mathematics teachers on the management of wrong questions and their importance,as well as the supervision and guidance of students on the management of wrong questions,in-depth interviews were conducted with the mathematics teachers of the practice schools.The results of the study are as follows:(1)Students in the first grade of senior high school are generally able to recognize the value of mathematical error questions and error problem management,and have a more positive attitude towards mathematical error questions and error problem management.There is a certain degree of mathematical problem management,but there is generally a lack of deep-level error management strategies.(2)The average score of girls is better than that of boys in both the overall level of mathematical problem management,attitude management values,and problem management behavior strategies,and boys and girls are in all aspects of problem management significant differences were formed on both.(3)Theaverage scores of excellent students on the overall level of mathematical error management,and the attitudes and values of error management,and behavior management strategies of error problems are higher than those of ordinary students,and the average score of ordinary students is higher than that of students with learning difficulties;Significant differences have been formed both in the overall level of mathematics error management and in the two dimensions of the students with learning excellence and students with learning difficulties.There are significant differences in the dimensions of behavioral strategies between the students with learning excellence and the students with ordinary learning difficulties.There are significant differences in the overall level and the dimensions of behavioral strategies between ordinary students and students with learning difficulties.(4)There is a significant positive correlation between the overall level of mathematics error management of high school students and its two dimensions and the students’ mathematical performance.(5)Most teachers can recognize the importance of wrong question management for students ’mathematics learning,but there are some problems that some teachers don’t have a comprehensive understanding of the management of wrong questions,they don’t pay enough attention to the management of wrong questions in guiding students,and they also need to strengthen the supervision of the management of wrong questions.Based on the results of the above research,combined with specific cases,the following suggestions are put forward: students should pay attention to the collection and arrangement of wrong questions,pay attention to the rethinking and summary of wrong questions,and review and dynamic management of wrong questions;teachers should strengthen the supervision and guidance of students’ wrong questions management,improve teachers’ own ability to manage wrong questions,and promote communication and discussion of wrong question management among students.