The Investigation Of Mathematics Error Management Of Senior Students In Middle School

For students in Middle school,the senior year lies in the last and the most essential period of the stage of compulsory education,so teachers,parents,students themselves pay much attention on correcting the learning attitude,selecting learning methods,and arranging learning schedules.Mathematics orients on cultivating learner's logical thinking to lay foundation for further engineering study.Besides,mathematics plays a crucial role in the high school and college entrance examination.As a result,mathematics,as a subject,becomes an attentive focus in their minds.To improve math score,most teachers and students prefer practicing more.Errors comes with more practice,and students should learn to alter and reflect on those errors,that is to say,students' attitude and processing methods towards math errors they made is the core.To carry out quality education,we should avoid” sea of exercise” tactics,which means students need to practice,but the most important is the quality of these exercises rather its quantity.Teachers and parents should communicate and cooperate more to facilitate students 'autonomous learning,having a correct understanding of their errors.Making full use of the error resources,students gradually learn to analyze and classify the errors,developing a good management habit to improve their learning efficiency,and truly reduce students' learning burden.Based on previous research conclusions and the needs of this study,the author uses method of literature review,questionnaire,and case study and combines with pedagogy,educational psychology and other related theories to make the questionnaire for middle school senior students' math errors management.The participants are 225 middle school senior students in ShunQing Nanchong.And the author also did a text analysis for three outstanding error management cases to investigate situation of the overall level of students' mathematical error management.By using SPSS17.0 statistical tools,the author did a difference test and cause analysis on the five dimensions of error management about the participants' classes,learning performance,parents' involvement.Finally,the author proposes some suggestions on students' error management and self-cultivation strategies for teachers,students as well as parents.The conclusions are as follows:1.Senior middle school students present a good mathematical error management,their understanding,attitudes,behavior,motivation and total score could meet the traditional 60% standard,but their strategies performs worst,which means studentsstill lack of guidance and learning methods.2.Students in different class clarification didn't show significant differences in their attitude and motivation on mathematical error management,but big differences appear in their understanding,behavior,strategies as well as overall standard.Besides,key classes are better than the ordinary classes.3.Students in distinct learning levels gained the highest point in their understanding towards mathematical error management.It didn't show obvious difference in their attitude,and the total score and other dimensions are all significantly different.What's more.Top students are better than ordinary students,the ordinary students better than slow students.4.Different parents' participation gains the highest score in students' understanding of error management,the lowest in the strategy.There is no significant difference in students' attitude,but big in total score and other dimensions.5.The level of middle school senior students' mathematical error management is significantly positive correlation with class clarification,learning standard,and parenting participation.