The Teaching Strategy Research On High School Students' Common Errors In Mathematics Learning

The "right" and "mistake" is the unity of opposites.So the "right" and "mistake" always live and develop together in the process of learning.People inherit and carry forward the right theory,knowledge and methods.At the same time people should also pay attention to the errors and failures to find the right solution.Every day teachers and students deal with mathematical errors.How to use errors in the students' mathematical learning as the teaching resources,effectively to correct students' mathematics and to use the positive ingredient in the students' mathematical errors to improve their math scores and math learning ability,is a problem in front of every mathematics teacher.This study uses questionnaires to analyze the present situation of the mathematics learning and scorrection of the students on first grade in weishan no.1middle school and also classify errors gathered in the students' mathematical learning by Daizaiping error classification framework theory.On that basis,by the metacognition theory and the constructivism theory to carry out the research in the correction of teaching for 5 months is designed to find some effective strategies for the correction of teaching.The experimental results show that the metacognitive strategy the clues,expression of thinking strategy and method of writing in the homework improve the students' mathematics achievement obviously.I hope the research conclusion should provide similar schools mathematical error correction at the same level with some useful reference.