A Study On Senior One Students' Mathematical Error Management And Its Relationship With Mathematics Achievement ——An Investigation Of A Senior High School In Zhengzhou

It is common and understandable for students to make mistakes when they learn mathematics.Research generally agrees that mathematics errors are valuable.Students who experience failure,make mistakes,and reflect on their mistakes can perform better than before.In an era of advocating burden reduction,the improvement of grades cannot be ignored either.It is very important to make better use of the existing math problems and not to make mistakes repeatedly.However,high school students still have some problems in the management of mathematical errors and they have insufficient guidance from teachers.Based on the above background,this paper improved the deficiencies in the previous research and conducted a research on senior one students' mathematical error management and its relationship with mathematics achievement,which are of significance.The following research questions are proposed.(1)What is the overall situation of mathematical error management among senior high school students? What about the situations of that in the dimensions of cognition,affection,and behavior? Does gender differences exist?(2)What is the correlation between mathematical error management and mathematical achievement of high school students? How does the error management differ among students with different mathematical achievement? What is the difference in mathematical achievement among students with different performance of error management?This research takes the characteristics of mathematics into consideration.According to the classification of attitude,this study developed a questionnaire and investigated 111 students from a senior high school in Zhengzhou City.This study adapted SOLO taxonomy and developed a text analysis framework.Students' mathematics errors were analyzed.The interview framework corresponding to the questionnaire was developed and 2 mathematics teachers were interviewed.Results obtained from questionnaires,text analysis and interviews can corroborate each other.The study found that :(1)The performance of senior one in error management is generally satisfying.The performance is the best in cognition,followed by affection,and finally behavior.There is no gender difference.(2)Mathematical achievement is positively correlated with the overall situation of mathematical error management and with the affective and behavioral aspects of error management.While it is not significantly correlated with cognitive aspect of error management.Students are divided into three groups according to their mathematical achievement.The high achievement group is significantly better than the middle achievement group and the low achievement group in the overall situation,affection and behavior of error management.There are no significant differences in cognitive aspect of error management among these groups.According to the overall situations of error management,students are divided into three groups.The mathematical achievement of the students in high performance group is significantly higher than those in low performance group.Based on the situation of error management in affective dimension,students are divided into three groups.The mathematical achievement of the students in low performance group is significantly lower than those in middle and high performance group.There are no significant differences in mathematical achievement among the groups divided by other dimensions.Finally,this paper provides suggestions for students and mathematics teachers according to the conclusions.It is hoped that teachers can help students have better performance on error management and students can learn mathematics better and improve their mathematics achievement.