A Study On Common Repeated Calculation Errors In Middle School Students

In the study of mathematical calculation,most students will repeatedly make the same calculation error.Although the problem of wrong calculation has been corrected,the same error will still appear.Such common repeated calculation error is very disadvantageous to students' mathematical learning.The common repetitive errors in the calculation process of the third and fourth grade students in elementary school will reduce the students' interest in calculation and discourage students' enthusiasm for learning mathematics,leading to low learning efficiency and poor math test scores.At the same time,students' common repetitive calculation errors will also affect their problem-solving ability,and teaching will not meet the requirements of the curriculum standards,thus affecting the teaching process.Therefore,this requires mathematics calculation teaching to focus on the students' repeated calculation errors,investigate the reasons for the errors,understand the arithmetic,break the shackles of repetitive calculation errors,and promote the improvement of students' calculation ability and mathematical thinking level.This research mainly focuses on the investigation of third and fourth grade students,analyzes and researches the types of calculation errors and the reasons for the errors that occur repeatedly in the calculation process of students,and proposes error correction strategies for students' problems.On the basis of reading and analyzing the relevant literature,the questionnaire method,interview method,and homework analysis method are used to analyze and research the types of errors,the reasons for the wrong questions and the correcting strategies that students repeatedly appear.Students' questionnaire survey method mainly investigates five aspects,including students' attitudes and interests in computing,students' grasp of computing knowledge and skills,students' computing habits,students' psychological cognition and methods of dealing with wrong questions,reasons for repeated errors in calculations,and correction strategy.The teacher interview method mainly understands the teacher's understanding and knowledge of the three dimensions of the students' calculation errors,the reasons for the wrong questions,and the error correction strategies adopted during the teaching process.The homework analysis method understands the types of students' repeated errors in the calculation process.It is summarized and organized.Analysis of the causes of common repetitive calculation errors in middle school students: One is the student level,including students' knowledge and non-knowledge.The students' knowledge level includes: immature oral arithmetic,weak estimation consciousness,unclear calculation,unskilled calculation skills,and lack of good calculation habits;non-knowledge level includes: the influence of fixed thinking,unstable attention,and rough perception.The second aspect of teathers' teaching mainly includes teathers' insufficient attention to calculation errors;ignorance of calculation guidance;pursuit of a variety of algorithms and ignorance of optimization guidance;emphasis on written calculations,weak sense of oral calculation and estimation.Error correction strategies include both students and teachers.The first is student learning,including memorizing calculation rules,breaking through the mindset;strengthening calculation exercises,overcoming the fear of wrong questions;making full use of the wrong question set to carry out targeted exercises.The second aspect is teacher teaching,including correcting calculation errors and making full use of wrong question resources;emphasizing calculations teaching and strengthening algorithm optimization guidance;strengthening oral calculation exercises;emphasizing the cultivation of students' estimation awareness;cultivating students' good calculation habits;increase the calculation and correction of teaching hours,and urge prompt correction of errors.