Analysis Of The Causes Of Errors In High School Mathematics Solving And Research On Correction Strategies

Making mathematical problem-solving errors is a common problem for high school students,sometimes even making the same mistake repeatedly,and in the long run,students’ self-confidence can suffer as a result.Most high school students do not treat mathematics problem solving errors with sufficient importance to make effective use of their problem solving errors.Therefore,analysing the causes of students’ problem-solving errors and effectively addressing them,as well as proposing targeted corrective strategies according to the learning situation,have important research implications in the teaching of mathematics in senior secondary schools.Firstly,by observing the problems of students in the author’s practicum class,this paper classifies the types of mathematical errors in senior secondary school into knowledge errors,calculation errors,logic errors,psychological errors and problem solving errors,and then gives representative case studies of these types of errors.Secondly,the main problem solving errors of all students in the author’s practicum class in the five mock examinations were categorised and then analysed using SPSS statistical software and the results were obtained: students had the highest number of computational errors and relatively few mental errors and interrogative errors;the types of problem solving errors were not significantly affected by gender differences,and the students’ levels of knowledge errors,computational errors and logical errors were not significantly affected by gender differences.The influence of student level on the three types of problem solving errors,such as knowledge errors,calculation errors and logical errors,was more significant.Again,on the basis of a comprehensive understanding of the causes of students’ problem solving errors,targeted teaching strategies,learning strategies and representative teaching cases were provided for the five types of problem solving errors mentioned above,and a one-semester experimental study was conducted in the author’s practicum class.Finally,in order to objectively test the effectiveness of the teaching,SPSS statistical software was used to evaluate the students’ learning performance,learning attitude and learning experience in the author’s practical class: the students’ learning performance improved significantly,with an average score of 10.21 points higher than at the beginning of the semester,and their learning attitude became more positive and their learning experience became better.