Investigation And Research On The Current Situation Of The Management Of Mathematical Mistakes In Junior Two Student

At present,many front-line mathematic teachers are pays special attention to the management of students' mathematical errors.The importance of errors is self-evident.In the process of mathematics learning,mastering effective management methods of mathematical errors can effectively improve learning ability.Taking the junior grade students as the research object,this paper investigates the current situation of the management of mathematical errors of the second grade students of junior middle school through questionnaires and interviews,mainly investigates the specific current situation of the students in the management of mathematical errors,including the four dimensions of attitude,behavior,strategy and motivation,and analyzes the correlation between the four dimensions,It also analyzes whether students with different gender and achievement levels will form differences in the attitude,behavior,strategy and motivation of mathematics error management.Analyze the problems reflected,and put forward suggestions and strategies for teachers and students in combination with the interview contents of teachers and students.The results show that:1.Students' attitude towards the management of mathematical errors shows that they can recognize the value of wrong problems and do not exclude wrong problems;Have a certain management behavior of mathematical errors,and the initiative needs to be improved;On the management strategies of mathematical errors,some strategies are at the shallow level;Students' management of mathematical errors depends more on external motivation.2.There is a significant correlation between the attitude of mathematics wrong question management and the strategy,motivation and behavior of wrong question management.The behavior of wrong question management is also related to the strategy of wrong question management.3.There are no significant differences between students of different genders in the four dimensions of attitude,behavior,strategy and motivation.4.There is no significant difference in the attitude and motivation of mathematics wrong question management among students with different achievement levels,but there are significant differences in the behavior and strategy of wrong question management.