Investigation And Research On The Management And Utilization Of High School Students' Mathematics Wrong Questions

Second the difference between different groups in the wrong problem management method is:(l)From the perspective of the four dimensions of wrong problems' management.there is no significant difference in gender:(2)There is no significant difference between liberal arts and science in terms of the views and attitudes of wrong problems' management;(3)There are significant differences between liberal arts and science in terms of wrong management behavior and strategy.Science students are better than liberal arts students.Third,the correlation analysis between the four dimensions and the student type and the four dimensions concluded that:(l)There is a significant correlation between the view of mathematics wrong problem and the wrong problem management attitude,and it is not related to the other two dimensions.(2)The wrong problem management attitude is related to the other three dimensions.(3)There is a correlation between the wrong problems' management behavior?attitude and strategy,and it is not related to the wrong problem management viewpoint.(4)The wrong problem management strategy is related to the wrong problem management attitude and behavior.(5)The type of student is significantly related to the wrong problems' management behavior and the wrong problems' management strategy,and is not related to the wrong problems' management viewpoint and attitudeFourth,in terms of students 'using of wrong questions,a large number of students need to strengthen their ability to identify wrong questions and correct wrong questions.Students'error correction ideas reflect from the side that their mathematics knowledge is not solid,and they can not effectively use the wrong questions.Based on the findings of investigations and interviews,this study proposes suggestions for the management of wrong questions for high school students:For students,we should change the misunderstanding of wrong questions,have plans for collecting and archiving wrong questions,and learn to deeply analyze the reasons for mistakes.Take the initiative to master the skills of reviewing mathematics mistakes.For teachers,it is necessary to strengthen the supervision of student management mathematics mistakes;Analyze the root causes of students 'problem solving mistakes,and organize students to communicate with each other.Teachers themselves should improve their ability to correct mistakes.