The Relationship Of Error Management, Mathematical Anxiety And Mathematics Achievements In The Junior Middle School Students

It’s very common for students to occur some errors in the mathematics learningprocess. For students, how to face these errors will have a great effect on theirmathematics achievements. As for just attending junior middle school students, errorsmanagement should be paid more attention to. Because of the increasing of themathematics difficulties, there will be more errors for students. Furthermore, due tothe increasing of the number of the subjects, most of the junior middle school studentswill fail to manage these errors so that they make the mathematics learning difficult,even appear to be wear of studying and fear of mathematics. Especially for juniormiddle school students, error is a kind of more valuable resources for the mathematicslearning. How to treat, manage and use these resources will have close relations toimprove their mathematics achievements. Mathematical anxiety is an emotion statewhich generates in the process of the mathematics learning. The high or lowmathematical anxiety will also influence their mathematics achievements.This paper focuses on the present situation of error management about892juniormiddle school students through questionnaires, preliminary discusses the relationshipsof error management and mathematics achievements. Then studies mathematicalanxiety could be a mediator on the relationship between error management andmathematics achievements.(1) Although the junior middle school students could be generally aware of theimportance and the value of the errors on the whole, they only stayed in the correctionof the errors, or checked the answers.(2) There were significant gender differences in error management in junior middleschool students. Girls in beliefs of error management, attitude of error management, pressure of error management, strategies of error collection and strategies of errorclassification were better than boys.(3) The positive and effective error management would significantly improve themathematics achievements. During the junior middle school, the math teachers wouldfocus on guiding students to learn how to collect and sort errors.(4) Mathematical anxiety could be a mediator on the relationship between errormanagement and mathematics achievements. Mathematical anxiety had a partiallymediating effect of the reasons of error, beliefs of error management, attitude of errormanagement, pressure of error management, error tolerance, strategies of erroranalyzing and strategies of error restudying on mathematics achievements; while ithad a completely mediating effect of the strategies of error collection and strategies oferror classification on mathematics achievements.This study illustrates that the positive and effective error management would easemathematical anxiety and improve mathematics achievements. It has theoretical andpractical significances for the junior middle school students to learn mathematics.