Investigation And Research On The Errors Of Grade Six Students In Solving Questions

After learning new knowledge,students need to consolidate through a lot of practice,it will inevitably produce various types of mistakes in this process.It is a good teaching resource that teachers can quickly understand students’ learning situation and improve classroom teaching based on the analysis of students’ wrong questions.Teachers should summed up the types of errors and analyzed the reasons for the errors,and gave corresponding suggestions for teaching optimization,so as to help students better improve the learning effect and reduce the error rate of solving problems.In view of the high problem-solving error rate of students in score calculation and application problems,this paper mainly studies three problems:(1)What are the main error types in the process of students’ score calculation and solution of score application problems?(2)What are the main reasons why students make mistakes in solving problems?(3)How to effectively improve teaching to reduce the occurrence of st udents’ grade problem-solving errors?(Optimization Suggestions)The research methods of this paper include literature research,examination paper test and personal interview.First of all,by consulting the relevant data of grade 6 grade problem-solving errors,the research on grade problem-solving errors at home and abroad is sorted out to lay a good theoretical foundation.Secondly,the selected research object is tested in the score test paper(1),and the error types of students’ problem solving are obtained according to the test results.In this process,the students are separately communicated with the students according to the specific topics of the students,and the causes of the students’ score problem solving errors are analyzed.Finally,the test of the score test paper(2)is carried out to test the students’ learning during this period of time and to reflect on and summarize the teaching design.According to the data analysis of the test paper,it is concluded that students’ problem-solving errors include knowledge errors,strategic errors,operational errors and negligence errors.We get the following causes of errors:(1)The difficulty of fractional knowledge;(2)The age characteristics and mathematical thinking characteristics of sixth grade students;(3)The students’ basic knowledge is not strong;(4)The students have not formed the habit of summarizing the knowledge they have learned.(5)Teachers do not make reasonable use of students’ "wrong resources" in their daily teaching.Finally,we put forward five kinds of error o ptimization suggestions:(1)Emphasis should be placed on the study of students’ basic knowledge so as to enable students to form a solid knowledge reserve;(2)Guide students to learn to summarize knowledge independently in daily teaching;(3)Pay attention to the students’ consciousness of sorting out and reflecting on wrong questions in teaching.(4)Te achers should communicate more with students to understand their mathematics knowledge level or problem-solving ideas;(5)During the teaching design,teachers should make a new rectification of students’ wrong questions,take them as teaching examples or practice questions,we should make rational use of error resources;(6)Understand the students’ learning situation and targeted layered questions in the classroom.