A Study On The Current Situation And Training Of Mathematical Mistakes Management For Senior One Students

Learning to learn is one of the important contents for Chinese students to develop their core competencies,manifested as a willingness to learn,diligent in reflection,and information awareness.The management of wrong questions plays an important role in mathematics teaching.It is an important way to teach students to learn and further develop their core literacy,which helps students to reduce their burden and increase efficiency.However,there are still many problems to be solved in the management of students’ mistakes.Therefore,selecting high school first year students as the main research object is to explore the current situation of students’ mathematical error management,explore effective strategies for cultivating mathematical error management,and carry out experimental research on error management cultivation strategies,in order to provide reference for teachers’ daily teaching and students’ efficient learning.Mainly using research methods such as questionnaire survey,interview,and experimental research.Firstly,based on the analysis results of literature,a theoretical framework for the management of mathematical errors among first year high school students is constructed.The concept,attitude,behavior,and strategy dimensions of mathematical error management are determined.A questionnaire survey is conducted on a total of 215 students in four classes of a high school in Nanning.The collected data is processed and analyzed using Excel and SPSS software to understand the current situation of mathematical error management among first year high school students,Analyze the differences in student error management and the underlying factors.Secondly,conduct interviews with mathematics teachers of different teaching years to understand their views and practices on managing mathematical errors.Through comprehensive literature research and survey research,this study aims to explore the problems that exist in the management of mathematical errors among teachers and students,and propose targeted training strategies for teacher and student error management.Finally,based on the survey results,an experimental study was conducted on the cultivation strategy of error management,and two students from the experimental class were selected from each of the top students,middle students,and students with learning difficulties for follow-up investigation to explore the feasibility and effectiveness of the error management cultivation strategy.The main conclusions obtained are as follows:The current situation and differences in the management of mathematical errors among first year high school students.(1)The overall level of error management among first year high school students is relatively high,with the performance of the four first level dimensions being: "error management concept" being the best,followed by "error management attitude",followed by "error management behavior",and "error management strategy" being the worst;(2)From the perspective of gender differences,there are significant differences between male and female students in the overall level,attitude,and behavior of error management,and female students perform significantly better than male students.There is no significant difference in the concept and strategy of error management.(3)From the perspective of class differences,there is no significant difference in the overall level and dimensions of error management between the two key classes and the two ordinary classes in the first grade of high school.However,the average score of students in the key class is higher than that of the ordinary class.(4)From the perspective of learning level differences,there are significant differences in the overall level,attitude,behavior,and strategy of error management between students with academic excellence and those with academic difficulties.There is no significant difference in the dimensions of error management between students with academic excellence and those with academic difficulties.There is a significant difference in the overall level,attitude,behavior,and strategy of error management between students with academic difficulties and those with academic excellence.(5)From the correlation between error management and academic performance,there is a significant positive correlation between the overall level of student error management,as well as the three dimensions of attitude,behavior,and strategy,and mathematical academic performance.(6)From the perspective of multiple topic selection,students are greatly influenced by time,their understanding of the methods and functions of error management,and the supervision and guidance of teachers in the process of error management,while they are least affected by the atmosphere of class error management.Students believe that the management methods for mistakes taught by teachers mainly include asking the teacher for things they don’t understand,thinking about the reasons for mistakes,and frequently reviewing and organizing mistakes.There is less mention of communicating with classmates about mistakes.(7)From teacher interviews,it can be seen that most teachers have a clear understanding of the management of mathematical errors,affirming the importance of error management in mathematics learning,and have their own set of error management guidance methods.However,they unilaterally believe that error management is the responsibility of students themselves,and their supervision and guidance in the management of mathematical errors for students are not strong enough.(2)Analyze the problems that teachers and students face in managing mathematical errors,and propose corresponding training strategies for error management:(1)At the teacher level,strengthen the supervision and guidance role of teachers in managing students’ incorrect questions;Improve teachers’ ability to manage their own mistakes;Strengthen communication on error management among students.(2)At the student level: collecting and organizing incorrect questions;Reflection and summary of incorrect questions;Review of incorrect questions and dynamic management;Share and exchange incorrect questions.(3)Implement the strategies proposed to cultivate students’ ability and habits in error management.The experimental results show that the students in the experimental class have made significant improvements in their math grades,and they have made significant progress in managing math errors.The number of error books has increased,the form and content have been optimized,and the original attitude and learning methods towards error management have changed.They have accepted the error management learning mode,indicating that the error management training strategy has strong operability and effectiveness.