Error Analysis And Experimental Research Of Eighth Grade Students’ Mathematical Operation

Mathematical errors,including arithmetic errors,are important resources for students to find their own shortcomings and find out and make up deficiencies in the process of learning.Investigating the current situation of students’ mathematical operation errors,classifying the typical errors in the process of mathematical operation and exploring their causes,and carrying out targeted error correction on this basis has important theoretical and practical significance for reducing students’ operation error rate,cultivating students’ mathematical operation ability and improving the attention to mathematical errors.This study selects eighth grade students as the research object,starting with the types of mathematical operation errors,error cause analysis and correction strategies.The main problems to be solved are:(1)typical operation errors in the process of mathematical operation of eighth grade students and classify them;(2)Attribution analysis of typical operation error types.(3)Effective classroom error correction for different types of operation errors.The research methods of this paper mainly include literature research method,interview method,case study method,test method and statistical analysis method.According to the requirements for mathematical operation ability in the curriculum standard(2011 Edition),divide the investigation dimensions,take the mathematical operation test paper for Grade 8 students as one of the research tools,classify the students’ typical operation errors according to the answers to the test paper,and interview teachers and students to deeply analyze the causes of errors.And according to different types of mathematical operation errors,classroom teaching error correction is implemented.According to the survey results,this study classifies students’ operation errors into three categories: knowledge errors,strategic errors and negligent errors.Among them,there are different operational errors in the three types.The intellectual errors are:(1)unclear concept or inaccurate understanding;(2)Wrong application of definitions,formulas and rules;(3)Confusion of definitions,formulas and rules.Strategic errors include:(1)not understanding the meaning of the question;(2)Lack of overall thought;(3)The common factor is not mentioned;(4)Improper selection of operation method;Negligent errors include:(1)omission or misrepresentation;(2)What you ask is not what you ask;(3)Neglect of inspection;(4)De denominator error;(5)Error in symbol and bracket removal.Through the classification of typical operation errors and the analysis of the interview results between teachers and students,this study divides the causes of operation errors into the following two levels: one is the knowledge level:(1)the mastery of concepts,formulas and theorems is not solid,the operation methods and skills are not flexible,and the consciousness of combining mathematical thinking and methods with mathematical operation is lacking;(2)It is easily influenced by thinking patterns and does not construct a good and complete knowledge system;(3)The operation efficiency is low,the time distribution of answering questions is uneven,and the time for solving the following questions is insufficient,which affects the accuracy of the operation results.The second is the non knowledge level:(1)the learning motivation of mathematical operation knowledge is not strong and lacks learning interest;(2)No good habits Good writing,testing,reflection and other habits,and will rely on calculators,mobile search software and other methods to find shortcut calculation results;(3)Their own personality leads to weak willpower in learning,easy to be disturbed by others,and not good at raising objections or refuting other people’s ideas.I’m not confident.I seldom take the initiative to ask the teacher in the face of arithmetic errors.Teachers and students discuss and communicate together.Based on the survey results,this study makes an experimental study on the classroom correction of students’ mathematical operation errors through the following steps: presenting operation errors,analytical operation errors,reflection and summary,variant problem consolidation exercises,test evaluation.According to the results of the test paper after the experimental research on mathematical operation errors of Grade 8 students,it can be found that students’ mathematical operation errors can be corrected through classroom teaching,so as to reduce operation errors and improve operation ability,but it also needs students’ consciousness and teachers’ awareness of using operation error resources.