| Mathematical errors play an important role in mathematical thinking and mathematical habits in mathematical learning,which is the focus of current mathematics education research,and the attitude to correct math errors plays an important role in mathematics learning results to a certain extent.At the same time,mathematical meta-cognition emphasizes the overall review and review of the learning process itself,and strengthening mathematical meta-cognition ability is not only a means to improve the management of mathematical errors,but also an important part of the formation of mathematical reflective consciousness.Therefore,aiming at the realistic problems such as the importance of the attitude to correct math errors on mathematical achievement and the strengthening effect of mathematical meta-cognition on the learning process,the present situation of the attitude of mathematical errors of junior middle school students and the development level of mathematical meta-cognition are investigated deeply.It is particularly important to use the knowledge and methods of mathematical meta-cognition to strengthen the effect of correcting mathematical errors so as to effectively improve mathematical performance.The purpose of this study was to investigate the status quo of junior high school students’ attitude to correct math errors,the level of mathematics meta-cognition,and the mediating effect of mathematics meta-cognition on the relationship between attitude to correct math errors and mathematics academic performance.Relevant research data were collected using the revised attitude scale for mathematics errors prepared by Liu Ting et al.405 valid data were analyzed by SPSS 22.0 software.The results show that :（1）The current junior middle school students have a good attitude to correct math errors,and generally recognize the value of correcting mathematical errors;（2）In terms of demographic variables,there is a significant difference in the emotional dimension of junior middle school students when grade is taken as the grouping variable.When gender was used as a grouped variable,there was a significant difference in the cognitive dimension of junior high school students.When the teacher in charge is a math teacher or not,there are significant differences in the attitude,cognition and emotion of correcting math errors.（3）The attitude to correct math errors and its cognitive dimension and emotional dimension have a significant positive effect on mathematical achievement;（4）Junior middle school students perform well in mathematical meta-cognition level,and mathematical meta-cognition and its dimensions have a significant positive effect on mathematical achievement;（5）Mathematical meta-cognition plays a complete mediating effect between attitude to correct math errors and mathematical achievement.Finally,some suggestions are put forward from teachers and students. |
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