Teaching Research On Mathematical Error Examples Of High School Students Based On Cognitive Load Theory

This research mainly explores the following three research questions in theory and practice :（1）according to cognitive load theory,what are the types and deep causes of math problem solving errors of senior high school students?（2）According to cognitive load theory,what are the principles and basic procedures of high school math error sample teaching?（3）What is the effect of the example teaching of high school mathematics mistakes?The following conclusions are obtained from the comprehensive study:（1）Students’ errors in solving mathematical problems can be divided into the following four categories: inadvertent errors,strategic errors,logical errors and knowledge errors.From the cognitive load theory analysis,students’ problem solving the nature of the error reason is that students in problem solving or mathematical knowledge concept is not clear,or choice of problem solving method is wrong,their thinking is not clear,or logical reasoning based on insufficient,so the problem solving process has occupied much of students cognitive space,lead to a high cognitive load.（2）According to the cognitive load theory,the principles of high school mathematics error sample teaching include the principle of free design goal,the principle of integrating learning materials,the principle of removing redundant information,the principle of combining audiovisual modes,the principle of alternating examples,and the principle of triggering self-interpretation.The basic process of high school mathematics error sample teaching is "presenting the error sample--pointing out and analyzing the error--summarizing the error by teachers and students--consolidating the variation of practice--teaching feedback evaluation".（3）The teaching effects of high school math errors are as follows: In the aspect of classroom behavior participation,students are more active in answering teachers’ questions and speaking in group discussion;In terms of identifying errors,students’ ability to identify errors is improved,and they can try to find,explain and correct errors in samples.In the aspect of reflecting on mistakes,the students’ ability of reflecting on mistakes is improved,and they can reflect on how to avoid making similar mistakes,and analyze the causes of their mistakes in the revision of wrong questions.In terms of inequality test scores,students’ test scores improved.To sum up,this study has certain theoretical significance and practical value.It can not only provide ideas for the future teaching of wrong questions by front-line teachers,but also cultivate students’ ability to discover and propose problems.