The Error Analysis And Feedback Ability Of Junior High School Mathematics Teachers

In everyday teaching,the error analysis of student's problem-solving is one of the teachers' daily work.This article investigates and studies the error analysis and feedback ability of teachers in error analysis activities from the perspective of teachers.Of course,the error we said mainly refer to the mistakes students make in mathematics learning.We mainly study three issues.For these problems,we mainly use qualitative methods to process and analyze data.The specific methods are questionnaires and interviews.We mainly obtain the following conclusions:(1)Status of error analysis and feedback capabilities of mathematics teachers of junior middle schoolWe can roughly classify the error analysis and feedback of junior mathematics teachers into the following levels: invalid level,partially effective level,and effective level.In terms of the overall situation,there are a large number of teachers at some effective levels of analysis.As a result,the error analysis and feedback capabilities of junior math teachers are generally low.(2)The influence of teacher knowledge on the error analysis and feedback capabilities of mathematics teachers of junior middle schoolThe analysis of student's error by junior mathematics teachers has a significant influence on the corrective behavior of teachers.In addition,we found that teachers' error analysis and feedback capabilities also have the following characteristics:(1)If the teacher's analysis of errors is procedural,then most teachers still use procedural teaching methods to help students correct mistakes;(2)if the teacher's analysis towards the error is conceptual,then the teaching measures adopted by correcting mistakes are also conceptual.Therefore,the teacher's ability to correct mistakes is related to their subject content knowledge.(3)Problems and training approaches for error analysis and feedback capabilities of mathematics teachers of junior middle schoolWhen mathematics teachers in junior schools analyze students' mistakes,they have the following problems:(1)It is difficult for teachers to identify logical errors;(2)Only attribute the mistakes of students to “forgetting”,so the “memory” correction method is adopted;(3)Make the error too “Generalization” and ignore the nature of mistakes.Error analysis and feedback ability's training approach for mathematics teachers of junior middle school:(1)pre-job: University mathematics education;(2)After got the position: Teaching and research activities;(3)After class: Self-professional promotion.