An Investigation And Research On The Management Status Of Primary School Students' Mathematics Errors

Wrong questions are inevitable in daily teaching.Management of wrong questions cannot only find loopholes in learning,but also help students realize self-education.In order to present the current situations of the management of mathematics mistakes in the senior grades of Y primary school,and to understand the specific situation of students’ emotional development,learning ability and learning habits in the process of management of the mistakes.This article used survey methods,physical analysis methods.The questionnaire data,the contents of the interview and the observation of the objects are sorted out,and the following results are mainly presented:First,there are significant differences in the management of mathematics mistakes in different genders.Girls perform better than boys.There are significant differences among students of different performance levels.Students with good academic performance are the best,ordinary students are in the middle,and students with academic difficulties are the most negative.There is no significant difference in all dimensions between fifth grade and sixth grade students.Second,the current digital methods for wrong-question management(mainly wrong-question software)have not been widely popularized and used in elementary schools.For various reasons,students have not been able to use this kind of software frequently and prefer the traditional way of sorting out wrong questions.Third,student interviews show that the effect of students’ insistence on managing wrong questions is obvious.Most students can feel the value of wrong questions through wrong question management,gain positive emotional experience,feel their own progress,and gradually form a good,even a small number of students have been able to achieve self-management.However,some students only regard it as a task,and are disgusted with it,and have weak willpower.Teachers do not provide enough guidance,detailed instructions and teaching methods on the management of students’ wrong questions.Fourth,the results of teacher interviews show that the primary school stage is dual-base teaching,and the knowledge points are relatively simple.The monotonicity and frequency of the wrong questions make the students less sensitive to the wrong questions.And the effect of wrong question management varies from person to person.In addition to the teacher’s guidance and mandatory requirements,it is also related to a student’s own ability and learning quality.Fifth,the results of the physical analysis show that some students pay more attention to the sorting of wrong questions,but most of the students have a single management method of wrong questions,the process of sorting wrong questions is not clear enough,they have not summarized their own wrong reasons and reflected well.Through the analysis of the survey results,the conclusion of this paper is that the level of mathematics error management ability reflects to some extent the quality of students’ learning.The level of this ability not only shows the level of students’ mastery of knowledge learning,but also has a close relationship with the cultivation of students’ emotion and will.The management of wrong questions in the teaching process found in the survey is one-sided and formalized;the management of wrong questions is single and digital means are not involved;there is no interaction and lack of communication in the process of wrong question management;some students have low consciousness,high self-satisfaction and low motivation.Based on the development of students,the corresponding solution strategies are proposed,in order to provide some reference suggestions for front-line teachers to improve the teaching of elementary school students’ wrong management.