A Comparative Study Of Elementary School Mathematics Novice Teachers And Experienced Teachers In Dealing With Students’ Classroom Errors

With the continuous reform of basic education,more and more front-line teachers have begun to focus on the effectiveness of teaching and building efficient classrooms.In mathematics teaching,students’ classroom errors are almost inevitable,so teachers’ handling of students’ classroom errors is also part of classroom construction.Under the vigorous advocacy of the concept of "student as the main body",more and more teachers have begun to pay attention to how students deal with errors in the classroom,and more and more researchers have begun to study how teachers deal with students’ classroom errors,hoping to improve the teaching effect of teachers through research.Proper and reasonable treatment of students’ classroom errors will not only promote students’ further understanding of mathematical problems,but also enhance students’ ability to discover,think and solve problems.However,in actual teaching,there still exist the phenomenon of inappropriately handling classroom errors in order to ensure the smooth progress of classroom teaching.Looking back at previous research,most of researches are comparative analysis of high school and junior high school teachers as the research object to deal with students’ classroom errors,at present,there is relatively little research on elementary school mathematics teachers’ methods of dealing with students’ classroom errors,especially there is less research on how to deal with errors in classrooms among novice and experienced teachers of mathematics in elementary schools.In view of this,this paper chooses primary mathematics novice and experienced teachers to deal with students’ classroom errors in a comparative study.The author first consults the relevant literature based on the previous experience,and uses the literature method to summarize and analyze the existing research.Then use observation method to present and analyze the general situation of primary school mathematics novices and experienced teachers in dealing with students’ classroom errors and the specific differences between the two,thereby revealing the general characteristics of elementary school mathematics novices and experienced teachers in dealing with students’ classroom errors,and combines interview methods to summarize novice teachers of elementary mathematics are worth promoting and their merits and issues that need attention,the problems that experienced teachers of elementary mathematics need to pay attention to and the experience that they can learn from,and put forward corresponding suggestions based on the problems to help novice teachers improve the level of handling classroom errors and reduce the differences with experienced teachers.Based on the research,the author designed an observation scale for primary school mathematics teachers to deal with students’ classroom errors,and recorded it according to the observation scale,observed and recorded the use of primary school mathematics novice teachers and experienced teachers in the treatment of students’ classroom errors,and make a comparative analysis of the observational data from the overall situation,different school segments,and different genders,and according to the specific differences,the general characteristics of the novice teachers and experienced teachers of primary school mathematics to deal with students’ classroom errors are revealed.From this,it is concluded that the problems that novice teachers of elementary mathematics need to pay attention to are the following: lack of attention to the handling of classroom errors;not good at enlightening and guiding students;dealing with classroom errors is not meticulous enough and lacks pertinence;lack of reflection on how to handle classroom errors,summarized the lessons that the experienced teachers of elementary mathematics can lessons from: full attention to the handling of classroom errors;good at enlightening and guiding students;giving students the opportunity to explain and correct mistakes on their own;regular reflection on how to handle classroom errors.Aiming at these problems of novice teachers,five suggestions are proposed to improve the ability of novice teachers of primary school mathematics to deal with classroom errors: correctly treat and make full use of students ’classroom errors;use appropriate and reasonable methods to deal with students’ classroom errors;handle them in a variety of ways,be flexible and targeted;increase inspiring guidance and inquiry;strengthen your own reflection and learning habits,hoping to provide some help for novice teachers.