Investigation And Research On The Current Situation Of Management Of Wrong Math Questions For Junior High School Students

Practicing questions to consolidate knowledge plays an important role in students’ learning career,and it is a common teaching method to test and deepen students’ grasp of knowledge by answering questions,and this teaching method is also applicable to mathematics teaching.It is inevitable for students to make mistakes when doing math exercises,and these mistakes can just highlight the shortcomings of students’ application of knowledge and learning methods.At this time,teachers can teach the knowledge points that students are prone to mistakes with a definite object in mind.Thus it can be seen that wrong questions are a kind of educational learning resources worthy of attention,and effective management of wrong questions will help students to learn.Through investigation analysis method,analytical statistical method and literature analysis method,this study randomly selected 212 students from four classes of liberal arts and science of Grade 2 in X Middle School of Guiyang City as the research object to issue questionnaires,and conducted an investigation and research on the status quo of management of wrong math questions.A total of 196 valid questionnaires were collected,including the basic management situation of incorrect questions,the attitude of incorrect questions,the concept of incorrect questions,the behavior and habits of incorrect questions,and the management strategies of teachers.Through interviews with some students and teachers and analysis of incorrect questions,we have a comprehensive understanding of the management status of incorrect questions for students and the management cognition of incorrect questions for teachers.The research conclusions are as follows:First,the management level of the wrong math problems of the students in the second grade is medium.Second,there is a positive correlation between the students’ math achievement and the management level of wrong math problems.Third,there is no significant difference between genders in the management of wrong math problems,but girls are better than boys in the concept of management of wrong math problems.Fourth,there is a significant difference in the management level of wrong math questions between liberal arts students and science students,but there is no difference in the concept and attitude of wrong math questions management among liberal arts students and science students.Fifth,the management level of mathematical errors of the excellent students and the middle students is significantly higher than the poor students,but there is no difference between the excellent students and the middle students.Sixth,most teachers have their own requirements in guiding students to manage wrong questions and can well supervise students to implement wrong questions management.Seventh,most of the students think that the management of wrong questions is to have a special mathematical wrong questions,understanding is not deep,the lack of adequate and effective management of wrong questions.According to the current situation of the investigation,this research puts forward the management strategies of wrong math questions from the perspectives of differences in gender,science,arts and learning levels,which has certain reference significance in improving students’ learning ability and teachers’ teaching level.