Mathematics Teachers’ Cognition Of Wrong Question Management Teaching In Junior Middle School Investigation And Research

Problems are the heart of mathematics,and problem solving is the core of mathematics teaching.“Wrong questions” is a common phenomenon in student`s problem solving.How to recognize and manage “Wrong questions” is not only related to the improvement of student`s,mathematical learning ability,related to the improvement of mathematics teaching quality,but also affects the professional development of mathematics teachers.To this end,this research first adopts the literature analysis,method,centering on the definition,function,implementation,and student`s performance and teachers teaching and other basic issues of erroneous question management,to sort out the domestic and foreign research,to understand the connotation of erroneous question management.Secondly,through on the spot investigation in Y Middle school,questionnaire survey was used to investigate the cognition status quo of math teachers om the management teaching of wrong questions.Then,on the basis of questionnaire,an interview outline is prepared to conduct interview research on teachers.The result show than:(1)Teachers can clearly understand the connotation and function of erroneous topic management teaching,as well as the value,content,purpose,essence of erroneous topic management teaching,but some teachers lack the practice consciousness and executive power of erroneous topic management teaching.(2)Teachers usually teaching experience and student`s learning experience and ability after variation or discussion within the teaching and research group.However,when considering the influence of students on the management teaching of wrong questions,experiential teachers think that that the cognitive level of students is an important factor to be considered,while novice teachers think that the cognitive level of students has less influence.(3)According to the different learning conditions of students,teachers usually carefully design the management teaching of wrong questions with students as the main body,and guide students at different levels to consolidate the mathematical foundation and improve their mathematical thinking ability in the exploration and flow.(4)Most teachers choose to reflect on the content,process and strategies of management teaching of wrong questions after class.The main way of reflection is to discuss with other teachers.Some teachers think that reflection only needs to be thought in their own mind and memorize the reflection very few teachers were recorded.(5)The factors that affects teacher`s cognition of erroneous question management teaching include educational environment,teachers themselves and students.On this basis,how to improve the junior middle school mathematics teachers wrong question management teaching cognition put forward the relevant teaching suggestions.