Analysis On The Causes Of Mathematical Errors Of Senior One Students And Research On Correction Strategies

Entering the high school stage,students will face a new environment,learn new content and master new knowledge.Similarly,students will also learn new mathematical knowledge in the mathematics classroom.Students naturally need to master and use new mathematical knowledge.So how can students effectively learn high school mathematics? As we all know,exercise training is an indispensable link for students in mathematics learning.It is a way for students to speed up their cognition of mathematical knowledge and improve their intelligence.Students will inevitably make problem-solving errors in the process of exercise training.If problem-solving errors occur repeatedly,it will affect students’ enthusiasm in learning mathematics.If errors cannot be effectively corrected,a little makes a lot,and students’ mathematics performance will plummet.Therefore,the author urgently needs to find the main causes of students’ problem-solving errors and explore effective correction strategies.This paper takes the compulsory function part of people’s education version a(2019 version)as an example,supplemented by the practice content of the internship school.The main research contents of this paper are as follows:(1)A questionnaire survey was conducted in the internship school.Through scientific and effective arrangements,we made an in-depth understanding and exploration of the learning status of senior one students,and learned that most students lack a systematic,scientific and effective correction scheme for mathematical errors.(2)Some senior one students in the internship school were given the "senior one mathematics test paper".Through the recovery,correction,sorting and analysis of the test paper for data processing and analysis,it was found that students’ problem-solving errors were mainly intellectual errors,logical errors and rigorous errors,and a few students would make strategic errors.(3)Two classes were randomly selected for experimental research.The experimental class gave lectures according to the error correction strategy for the group errors generated in the senior one mathematics test paper,and taught the error correction scheme.The control class was explained by the mathematics teacher of the original class.In addition,a student with learning difficulties in the experimental class was randomly selected as the case study of the error correction strategy to observe the students’ learning dynamics.(4)Record the performance dynamics of the experimental class and the control class,and select the results of three mathematics tests for data processing and analysis according to the progress of the experiment.After comparing and analyzing the three experimental data,the author found that the final score of the control class is far behind that of the experimental class.Student a is better than before in both score and mathematics ranking of the whole grade.It meets the author’s expectation,which shows that the error correction strategy is more effective and practical.(5)Reflection and Prospect of this study.Although the results of this study meet the expectations,there are still some limitations,such as less experimental samples,insufficient preparation,and so on.Therefore,further research is still needed in the future.