Investigation And Research On The Current Situation Of Management Of Wrong Math Problems Among Junior High School Student

Middle school is an important period for students to acquire the "Four Basics",develop the "Four Abilities",and cultivate core mathematical literacy.Middle school mathematics,as the foundation of middle school mathematics,plays a huge role in promoting the learning of high school mathematics.It is a normal phenomenon for students to make mistakes in the process of learning mathematics.Mistakes can to some extent reflect students’ lack of knowledge,deviation and carelessness in consciousness.How to deal with wrong questions and whether to scientifically and effectively manage them will have a great impact on students’ learning outcomes.On the basis of studying the research on error management by multiple scholars,combined with relevant psychological theories,this article selects 197 students from S Junior High School in Shenyang as the research subjects,and selects 3 representative students and 2 mathematics teachers as the interview subjects.A survey was conducted on students of different genders and academic levels from four dimensions: attitudes towards mathematical problem management,handling methods,utilization strategies,and teacher guidance.The data was processed using SPSS23.0 software.An interview outline for students and teachers has been prepared,so that the results obtained from the questionnaire can be mutually confirmed and supplemented.After analyzing the survey questionnaire and interview outline and drawing conclusions,strategies are proposed to improve the management level of middle school students’ mathematical errors.The main conclusions of the study are as follows:1.The overall situation of students’ management of mathematical errors is relatively good,and they are able to view mathematical errors with a positive and correct attitude,understand the value of error management for mathematical learning,and have their own methods for managing errors.However,the strategies for managing and utilizing errors are not prominent and effective enough,and there is a slight lack of guidance from teachers in error management.The management concept,attitude,disposal methods,utilization strategies,and teacher guidance scores of mathematical errors decrease in order.There is a positive correlation between attitude and disposal methods,utilization strategies,and teacher guidance.2.Students of different genders did not show significant differences in their attitudes towards the management of mathematical errors,utilization strategies,and teacher guidance.In addition,students of different genders showed significant differences in the management and disposal methods of mathematical errors in one item.The differences in handling methods are mainly related to the logical thinking and personality characteristics of males and females.3.Students of different academic levels did not show significant differences in the guidance provided by teachers for managing mathematical errors,while students of different academic levels showed significant differences in their attitudes,handling methods,and utilization strategies for managing mathematical errors.Differences in conceptual attitudes are influenced by students’ learning habits and attitudes,differences in handling methods are related to their level of knowledge mastery and mathematical thinking patterns,and differences in utilization strategies are related to their depth of learning,learning efficiency,and mathematical reflection.