Research An Analytical Study Of Mathematical Errors In Lower Elementary School Students

Mathematics operation is one of the core qualities of mathematics,which is the basic content of mathematics learning and the important content of mathematics teaching.Operation ability can develop students’ mathematical thinking,guide them to look at the world with mathematical eyes and form their own thinking methods.Primary school mathematics operation teaching mainly includes oral calculation,written calculation and estimation.The operation speed,accuracy and flexibility of students in grade one and grade two affect their operation ability and play a fundamental role in their lifelong learning.Due to the characteristics of junior students,they are prone to errors in operation.This study will show the typical errors of students in operation and analyze the reasons for them,and put forward corresponding strategies in teaching to improve the accuracy and ability of students in operation.This study consists of eight parts:The first part is the introduction,which mainly introduces the research background,research purpose and significance,research ideas and methods.The second part is the literature review,through the types of operation errors in the lower grades,the reasons of operation errors,operation error countermeasures,determine the research object and direction of this study.The third part is the core concept and theoretical basis,which mainly defines the meaning of low grade,error and operation error,and clarifies that the theoretical basis of this study is the information processing theory of cognitive psychology,mathematics teaching view and Thorndike’s trial-and-error learning theory.The fourth part is the current situation and analysis of mathematics operation errors of junior students.The test papers of grade one and grade two were designed,and questionnaires were issued to investigate the students’ interest in and habit of operation.The data were sorted out in quantitative and qualitative ways combined with classroom observation,and the math teachers of the tested schools were interviewed,so as to obtain the current situation of operation errors in lower grades.The fifth part and the sixth part are to show the students’ mistakes and analyze the reasons for their errors with the theory of cognitive psychology.Students’ operation errors are divided into knowledge errors and non-knowledge errors.In terms of knowledge,students’ operation errors include(1)not familiar with oral calculation(2)concept confusion(3)unknown arithmetic and forgetting to advance and backward;Non-knowledge includes(1)lack of interest in computing(2)not developing good computing habits(3)poor short-term memory abilityThe seventh part is to put forward the corresponding error correction strategy.Based on the reasons of students’ operation errors,the teaching strategies of knowledge and non-knowledge are put forward.In terms of knowledge,we should strengthen the teaching of arithmetic.Strengthen the teaching of knowledge discrimination so that students can master the operational knowledge proficiently;Teachers should properly increase the amount of oral calculation,enhance students’ operational proficiency and promote automation;According to the operation of different students,strengthen personalized teaching.In non-knowledge,develop a good interest in computing;Develop good computing habits;Improve students’ shortterm memory,and then improve the accuracy of operation.The eighth part is the conclusion.Summarize the research conclusions and explain the shortcomings and prospects of the research.