Research On The Differences In Management Of Mathematics Mistakes Of Senior Students Based On Field Cognitive Style

During the high school mathematics learning process,students need to do a lot of exercises to consolidate the knowledge they have learned.It is normal for errors to appear in exercise training.Mistakes expose students' deficiencies in mathematics learning.If used properly,it is a very valuable learning resource.Educators have always attached great importance to how to guide students to make effective use of error resources and to manage error management.The new curriculum reform advocates that education needs to respect student differences and conduct targeted teaching,as should teachers' guidance on student error management.Cognitive style connecting students' personality and IQ is a factor that leads to individual differences among students.It affects mathematics learning activities and cannot be ignored.This subject combines the cognitive style and the theory of wrong question management,taking some students in the first grade of a four-star high school in Yancheng as the research object,through questionnaire survey,interview method and text analysis method,to study the students' cognitive style of wrong Problem management situation.Through the "Mosaic Graphics Test" to determine the students' cognitive style,302 high school students in the first grade are divided into 152 field independent students and 150 field dependent students.Then through the mathematics question management questionnaire,the current situation of mathematics question management in the first year of high school is investigated,and the mathematics question management status of students with different cognitive styles is compared.Analyze the correlation between mathematics error management and math scores of students with different cognitive styles.The following conclusions are obtained:(1)First-year students at high school have a more positive attitude to mathematics wrong questions,can recognize the importance of wrong questions,and will manage the wrong mathematics questions in their studies.The vast majority of students have their own relatively stable ways to cope with wrong questions,but they lack a deep management strategy.(2)Generally speaking,field-independent students are better than field-dependent students in terms of mathematical error management.(3)Students with different cognitive styles have significant differences in wrong question management attitudes and behaviors.In terms of attitudes,field-independent students have a more positive emotional experience when conducting mathematical error management,and will be more active in error management.In terms of behavior,field-dependent students rely more on the supervision of teachers and parents for error management,and the processing time for error management is more procrastinating.(4)Students with different cognitive styles have no significant differences in the management concepts and strategies of wrong questions.(5)Mathematics scores of students with different cognitive styles are positively correlated with the level of error management.Based on the survey results,in order to promote students to better manage wrong questions,suggestions are made from teachers and students.