Research On The Causes Of Arithmetic Errors And Solution Strategies For Seventh Graders

In April 2022,the newly issued "Mathematics Curriculum Standards for Compulsory Education(2022 Edition)" by the Ministry of Education not only gives a clear definition of arithmetic ability,but also taps into a deeper perspective that the development of arithmetic ability plays a positive role in guiding students’ mathematical learning in several aspects at the compulsory education stage.In this context,this paper focuses its research on the seventh grade level,which is a critical period for building a solid foundation of good mathematical operations for junior high school students and cultivating and developing their mathematical operations skills,to analyze and find the specific causes of students’ errors in arithmetic problems,as well as to come up with corresponding solution strategies.In this paper,the types of students’ errors in arithmetic problems are obtained by combining the knowledge content and students’ learning characteristics.Using students in eight classes of the seventh grade in a middle school in Jinan City as the research object,I collected students’ errors in arithmetic problems through the literature analysis method and interview method,using the examination questions in the seventh grade in this academic year as the research tool,and supplemented and confirmed the error situation through interview responses.At the same time,the types of students’ arithmetic errors were expanded to obtain the specific manifestations of seventh grade students’ arithmetic errors,and the collected results were properly categorized and counted.The results of the study were obtained by combining the interviews with front-line teachers.Through the analysis,we can get that the seventh grade students’ arithmetic errors are caused by the following four points.Firstly,the result is valued more than the process,and students do not have a thorough understanding of the concept of mathematical knowledge;Secondly,the step-by-step implementation is not achieved,and students do not operate the specific arithmetic algorithm in place;Thirdly,the flexibility of thinking is neglected,and students do not choose the method and strategy accurately;Fourthly,bad habits are accumulated into nature,and students do not pay attention to carelessness and negligence errors.In view of the above errors and their causes,I propose several strategies to solve them.Firstly,to solve conceptual errors:learning concepts in a point-by-point manner from real-life situations and using comparisons and summaries to overcome difficulties and confusion in learning.Secondly,to solve procedural errors:add instruction guides in teaching,refine the process of students’operation steps and supervise the implementation of each step,and encourage students to explain their expressions.Thirdly,to solve strategic errors:pay attention to the extraction of information and guide students to learn to develop problem solving strategies.Fourthly,to develop the habit of checking and standardize students’ writing and correct their carelessness.Finally,the effectiveness of the strategies was verified by using examples of fragmented instruction,and it was also shown that the findings provide some reference resources for learning and teaching seventh grade arithmetic.