Research On Junior High School Mathematics Teachers' Analysis Students' Problem-solving Errors

The focus of modern education on students is changing from learning inherent knowledge to cultivating their ability,and increasing educators start to attach importance to the dominant role of students in the learning process.Meanwhile,the research on students' problem-solving errors has become an important topic in mathematics education.To study teachers' analysis of students' errors in solving problems can provide some suggestions for teachers in their teaching and promote the professional development of teachers.Taking the process of students making errors is taken as the carrier,this study develops the “Questionnaire for Students' Problem-solving Errors by Junior High School Mathematics Teachers”and the questionnaires collected from 126 junior high school teachers in Hunan and Hebei province.This study mainly focuses on the teachers' analysis of students' problem-solving errors,to compare the differences of error analysis among teachers with different teaching experience and different educational background.Qualitative research method is mainly used to process and analyze the data.Base on the study,the following teaching implications are put forward:Teachers in middle high school analyzing students' problemsolving errors exhibited differences.(1)It is easier for Middle school mathematics teachers with teaching experience of “6-10years” to identify students' problem-solving errors than teachers with any other teaching experience;(2)It is more difficult for middle school teachers with bachelor's degree to explain students' logical problem-solving errors than teachers with “master's or above” degrees;(3)There is no significant difference in explaining students' logical problem-solving errors among teachers with different teaching experience.Tendency of middle school teachers in analyzing students' problem-solving errors include:(1)It is difficult for teachers to identify and explain students' logical problem-solving errors.Although the logical problem-solving errors themselves are hidden,they reflect the deviation of teachers' logical thinking to a certain extent;(2)It is easy for teachers to identify students' knowledge-based problem-solving errors,but they couldn't analyze those errors deeply enough,which can be concluded as “know it but do not know how”;(3)Teachers tend to explain students' geometric proof errors from a psychological point of view,but ignore students' logical errors.According to the findings on the tendency and differences of teachers' error analysis,the following teaching implications are put forward: First,teachers should guide students to scientifically attribute logical problem-solving errors,and meanwhile teach logical thinking to improve students' cognitive structure;Second,teachers should ask students to distinguish between an operational equal sign and a relational equal sign;Third,teachers should pay attention to permeating mathematical thoughts and methods in teaching.Suggestions on training middle school mathematics teachers of their error analysis ability include: Pre-vocational education should pay attention to educational courses;Teachers should positive participate in activities such as teaching and researching activities;Teachers should read more professional books in extracurricular to promote self-professional improvement.