Research On The Value And Realization Of Resource Errors In Mathematics Classroom Teaching Of Senior Primary School

It is inevitable for senior primary students to make mistakes in mathematics.Instead of avoiding them,it is better to think about the value of mistakes.Through the observation in Changsha City,we found that some errors in classroom teaching are significance.We call these errors resource-based errors.There are three remarkable characteristics of resource-based errors.The first one is that they do not originate from copying,memorizing and reading;the second one is they can reflect the knowledge level of student and it is universal and typical.According to the classification of mathematics learning contents and the students learning ability,resource errors can be divided into cognitive errors,operational errors and strategic errors.In this paper,this kind of resource-based errors has its unique value,mainly in the following aspects: first,to provide focus for teaching;second,to provide the foundation for students’ development;third to provide experience resources for teachers.However,the realization of the value of resource-based errors is conditional,including teachers’ awareness to cherish,ability to professional,but also to seize the opportunity of teaching.In order to better transform resource-based errors into real teaching resources,teachers must use eyes and ears to grasp them in teaching,analyze resource-based errors based on students,and evaluate students’ mistakes with carefully.At the same time,according to the development characteristics of the senior students in primary schools,teachers can adopt different teaching methods for different types of resource-based errors,such as heuristic questioning for cognitive errors,peer dialogue for strategic errors,and Practice for operational errors.In this way,resource-based errors can really become teaching resources,and better serve the mathematics teaching in senior primary schools.