Investigation And Research On The Utilization Of Mathematics "Error" Resources Of Senior High School Students ——A Case Study Of Shanghai J High School

Under the background of the new curriculum standard and new teaching materials of senior high school mathematics,more attention is paid to the cultivation of students' mathematical thinking.Students' thinking and reflection on mathematical mistakes can not only help students to check and fill gaps,but also cultivate students' mathematical thinking ability.From the perspective of students,the reflection of mathematical errors is not only reflected in students' error correction books,but also a psychological activity,including the reflection of the reasons for the mistakes and the reflection of their own knowledge level.In addition,under the background of the national "double reduction" policy,it is of great significance to explore how students make full use of their own mathematical "error" resources.This research is carried out from the following questions: 1.What are the mistakes of senior high school students in math homework,exams and classes? 2.How do high school students perform in math error correction? 3.What is the attitude or understanding of high school students in using mathematics "error" resources?This study takes the students in a parallel class of senior two in Shanghai J High School as the main research object,collects the students' original questions or similar variable questions in mathematics homework and examination,and obtains 30 groups of questions.The students' errors before and after were divided into "1 wrong 2 right","1 wrong 2 wrong" and "1 right 2 wrong".The students' errors are statistically analyzed,and typical students are selected for interview.Then this study collects students' error correction notebooks and conduct text analysis.And through classroom observation,we can understand students' mistakes in class and teachers' comments on students' mistakes.Finally,a questionnaire survey is conducted for two classes with different mathematics academic levels to know the understanding of different types of students on the use of mathematical "error" resources.The findings of this study are as follows:(1)On the whole,high school students' correction of mathematical errors is ideal,and their attitude towards mathematical errors is at a high level.(2)Students with different errors before and after have differences in mathematics achievement and understanding of mathematical error correction and performance.(3)High school students are involved in a variety of mathematical error correction methods,but the classification and reflection of mathematical errors are less presented in the error correction book.(4)Students' mathematical correction is related to teachers' comments on wrong questions.(5)There is no significant difference in students' understanding of all aspects of the utilization of mathematics "error" resources in classes with different mathematics academic levels.From the average score,the students of the two classes have their own emphasis on the utilization of "error" resources.