The Research On The Relationship Between Middle School Students' Attitudes Towards Mathematical Error Correction And Their Mathematics Academic Achievement

Mathematical errors have always been the focus of mathematics education research,and the attitude of students to correct mathematical errors affects the effect of mathematics learning to a certain extent.Middle school stage is a critical learning stage for students,and mathematics is the main subject of middle school.Therefore,students need to learn mathematics well.The attitude of middle school students to correct mathematical errors not only affects their mathematics academic achievement,but also greatly affects the effectiveness of middle school mathematics teaching.Thus,it is very necessary to study the present situation of middle school students' attitudes towards mathematical error correction and its relationship with mathematics academic achievement.The purpose of this paper is to explore the relationship between middle school students' attitudes towards mathematical error correction and their mathematics academic achievement,and to provide empirical support and theoretical basis for correcting students' attitudes towards mathematical error correction.Specifically,the research purposes mainly include:(1)Understand the overall level of middle school students' attitudes towards mathematical error correction;(2)Analyze the differences of middle school students' attitudes towards mathematical error correction and each dimension in demographic variables;(3)Explore the differences of the attitudes towards mathematical error correction and each dimension among middle school students with different mathematics achievement levels;(4)Discuss the correlation among the middle school students' attitudes towards mathematical error correction,each dimension and their mathematics academic achievement;(5)Analyze the influence of middle school students' attitudes towards mathematical error correction and each dimension on mathematics academic achievement;(6)Analyze and discuss the results of hypothesis testing,and put forward corresponding suggestions for correcting students' attitudes towards mathematical error correction.This research mainly uses questionnaire survey and interview survey to investigate two middle schools in Guilin,Guangxi,China.On the one hand,a total of 597 valid questionnaires were collected from 614 students in the two middle schools.SPSS21.0 software and AMOS24.0software were used to test the reliability and validity of the valid questionnaire data,as well as the related data processing and analysis.Specifically,using SPSS21.0 software to carry out descriptive statistics,independent sample t-test and variance analysis on 597 valid questionnaire data,this paper analyzes the overall level of middle school students' attitudes towards mathematical error correction,the differences of middle school students' attitudes towards mathematical error correction and each dimension in demographic variables,and the differences of the attitudes towards mathematical error correction and each dimension among middle school students with different mathematics achievement levels;Using SPSS21.0 software to analyze597 valid questionnaire data,this paper analyzes the correlation among the middle school students' attitudes towards mathematical error correction,each dimension and their mathematics academic achievement;Using SPSS21.0 software to make regression analysis on 597 valid questionnaire data.Through regression analysis,it analyzes the influence of middle school students' attitudes towards mathematical error correction on their mathematics academic achievement,and the impact of the various dimensions of middle school students' attitudes towards mathematical error correction on mathematics academic achievement.On the other hand,student interviews and teacher interviews were carried out in the two middle schools,and students' mathematical error sets were analyzed to deepen the research further.The results show that:(1)The overall level of middle school students' attitudes towards mathematical error correction is above the middle level,that is,middle school students have a more positive attitude towards mathematical errors;(2)There are significant differences in the middle school students' attitudes towards mathematical error correction and each dimension in terms of grade and class cadres.There are no significant differences in the middle school students' attitudes towards mathematical error correction and each dimension in terms of gender,family location and only child.And there are significant differences in the middle school students' attitudes towards mathematical error correction,cognition and behavioral tendency dimension in terms of head teachers.However,there is no significant difference in the emotional dimension in terms of head teachers;(3)There are significant differences in the attitudes towards mathematical error correction and each dimension among middle school students with different mathematics achievement levels;(4)There is a significant positive correlation among the middle school students' attitudes towards mathematical error correction,each dimension and their mathematics academic achievement;(5)Middle school students' attitudes towards mathematical error correction and its dimensions have a significant positive impact on mathematics academic achievement.The main innovations of this research are:(1)Based on the perspective of the attitudes towards mathematical error correction,this paper studies the influencing factors of middle school students' mathematics academic achievement;(2)Adopting a diversified research method combining theoretical analysis and empirical analysis;(3)Broaden the research field of mathematics error management,and enrich the research results of the relationship between error management and academic achievement.In order to promote the sustainable development of students' attitudes towards mathematical error correction,the directions that can be further studied in the future are:(1)Comprehensive use of questionnaire survey method,action research method,comparative test method and other methods to further research the relationship between students' attitudes towards mathematical error correction and their mathematics academic achievement;(2)Further explore the relationship between students' attitudes towards mathematical error correction and other variables,or further explore the mediating and moderating mechanism of certain variables between the attitude towards mathematical error correction and mathematics academic achievement;(3)Conduct surveys and research in the whole district or even the whole country,Or focus on the students' attitudes towards mathematical error correction who are in remote areas and ethnic minority areas.