A Study On The Correlation Between The Management Of Wrong Questions And The Grades Of Mathematics In The First Year Of High School

In the study of mathematics,doing exercises is an indispensable link.Students can test their mastery of relevant knowledge points by doing exercises,and also deepen the consolidation of knowledge points.However,in the process of practice,students will inevitably make mistakes,especially in the first year of high school students who have just entered the school life,by doing the wrong questions,can reflect their own weak grasp of the knowledge points,and find their own learning style deficiencies;Teachers can also find out students’ mastery of relevant knowledge points through students’ wrong questions,and then make targeted explanations.Therefore,wrong questions are a very important resource.If students can make good use of these resources and implement effective management,that is,wrong questions management,it will have a good effect on the subsequent learning and can develop good learning habits.So this research mainly through generated when caused confusion in education thinking,purpose mainly is to prove wrong topic management to improve the students’ math scores have greater relevance,mathematics learning have great influence to the student,and combined with the analysis of the data in the process of research,and put forward a better benefits management method,providing a reference for the teaching and learning of mathematics.This study investigated the current situation of mathematical problem management of senior high school students in district W by means of literature analysis,investigation and research,including questionnaire survey,interview and text analysis.A total of 230 senior high school students from two schools were selected to conduct a questionnaire survey.The contents of the survey included the overall level of wrong question management,the students’ understanding of the value of wrong questions,the concept and attitude of wrong question management,behavior habits,methods and strategies.Interview some students and teachers,and analyze the text of some students’ wrong questions;The collected questionnaire results were analyzed using SPSS 23.0 to find the correlation between the management level of wrong questions and the students’ math learning performance.Through the above research,the research results are as follows:(1)on the whole,the management level of the students in the first grade of high school is at the bottom of the middle level.(2)there was a significant positive correlation between the management level of wrong questions and the math learning performance of the students in the first grade,indicating that the higher the management level of wrong questions,the better the math performance of the students,and the improvement of the management level of wrong questions can promote the effectiveness of math learning,so as to improve the math learning performance.(3)there is no significant difference in the overall level of students’ math problem management in different schools and in the four dimensions.(4)students with different learning levels have significant differences in the management level of wrong questions.Excellent students have the best management level of wrong questions,followed by intermediate students,and finally students with learning difficulties.From the side,it shows that the higher the management level of students’ wrong questions,the better the students’ performance.(5)there is no significant difference in the management level of wrong questions among students of different genders.(6)the results of the interview found that most mathematics teachers can urge students to manage their own wrong questions,and different teachers have different methods.(7)most of the students can realize the importance of wrong questions,but the management of wrong questions is to establish a wrong topic,and it does not make effective use of the wrong topic to carry out effective management of wrong questions.According to the results of the survey,the paper puts forward some strategies for the management of mathematical errors from the perspectives of teachers and students.It provides certain reference for teachers’ teaching and students’ learning.