Research On The Management Of Mathematical Errors Of Junior High School Students Based On Thinking Visualization

In order to reduce the academic burden of students receiving compulsory education,the Ministry of Education introduced the “double reduction” policy in 2021.Under the policy,“a mountain of homework” is no longer applicable,but appropriate exercises are still the key link in mathematics learning.In this link,students will inevitably make some mistakes,and at the same time,the phenomenon of “relearning” by using the mistakes is common in various learning periods of our country,so these mistakes are very valuable personalized learning resources.However,although the majority of junior high school students realize the important value of mathematical errors,the management of mathematical errors is mere formality,lack of real effective management strategies,and the degree of internalization of mathematical errors needs to be further deepened.Therefore,in order to understand the thinking process of junior high school students in the process of mathematical error management and explore the management strategy of truly effective internalization of mathematical errors,this thesis combined thinking visualization with mathematical error management.Based on the above background,this thesis firstly understood the research status of “error management” and “thinking visualization” at home and abroad from a macro perspective through literature analysis.Secondly,a questionnaire was compiled from four dimensions: error management attitude,error management behavior,error management strategy,and error internalization.The current situation of mathematical error management of 286 junior high school students was investigated.Through further analysis of the questionnaire data,the problems existing in the current situation were found: Although most junior high school students hold a positive attitude towards mathematical error management and have some error management behaviors,they generally lack effective strategies and methods for mathematical error management,and the degree of internalization of errors needs to be further deepened.To solve the above problems,based on thinking visualization,this thesis put forward strategies for junior high school students’ mathematical error management:(1)Follow the principles of timeliness,typicality and subjectivity to manage mathematical errors;(2)Reflect clearly on mathematical errors with the help of parentheses;(3)Conduct in-depth sorting and internalization of mathematical errors with the help of mind maps or flow charts;(4)Compare and analyze the same kind of mathematical errors through tables and words.Further,this thesis verified the effectiveness of the strategies from two aspects of quantitative data and qualitative research through experimental research,case analysis and student interviews,and drawed a conclusion: The strategies of mathematical error management based on thinking visualization can improve junior high school students’ attitude of mathematical error management,optimize their behavior of mathematical error management,and deepen their degree of internalization of mathematical error management,and these strategies work better for students who are in the middle or above the middle level of mathematical learning.Through the research,the author hopes that the management strategies of mathematical errors based on thinking visualization proposed in this thesis can be more applied to mathematics education and teaching in the future,in order to help junior high school students manage and internalize mathematical errors more effectively.