Learning errors are a kind of teaching resources, which come from learning activities themselves and directly reflect students' learning situation. However, in daily teaching, students are often afraid of making mistakes and think that they have not learned well, or even learned well. However, in the face of the high error rate of students in their studies, some teachers often think that they have failed in teaching, or are depressed, and even complain that their students are too poor or stupid to face it with a correct attitude. Fear of mistakes leads to students' serious lack of independent thinking ability and critical questioning spirit in mathematics learning. Over time, students' initiative in learning mathematics is poor, their courage is insufficient, and their exploration ability and desire are not strong. Many students with learning difficulties are formed in this way.

Karl Karl Popper, a contemporary British philosopher, said in the preface of his book Conjecture and Refutation-the Growth of Scientific Knowledge that China students are particularly afraid of making mistakes. He said he didn't understand. Because, if we really want to pursue knowledge and truth, then making mistakes is a necessary stage. No one's understanding can bypass mistakes. According to Popper, the growth process of scientific knowledge is a process of constant falsification, that is, a process of trial and error. People can never learn anything new from doing the right thing, only from doing the wrong thing. Ralph Qualls, a famous American expert on education reform, once said that "failure" is decided by us as teachers. Students' mistakes are temporary failures in learning, but if students are willing to continue to explore and find out the reasons, then this is not a failure in education, on the contrary, it is a success in education. Only when students stop trying to solve problems will they fail. Many people regard mistakes in students' study as a major event. In fact, mistakes made by students are the beginning of good learning. So, how to correctly face students' mistakes in mathematics learning? I think we can consider it from the following aspects.

First of all, teachers should treat students' mistakes with an accepting attitude. Children are immature individuals in the process of seeking knowledge, so mistakes are allowed in the process of learning. From the perspective of development, this is a unique "right" for children. For mathematics, students will make mistakes in the learning process, especially. In primary school, children's thinking is mainly visual, and mathematics is a subject with strong logic and abstraction, which makes it difficult for children to learn mathematics, so it is normal to make mistakes. In addition, mathematics involves a wide range of knowledge, and many concepts come from life and are applied to life. Pupils lack life experience, have no real sense of life, and are prone to make mistakes. In the process of mathematics learning, mistakes are inevitable, and it is unrealistic to ask students to do it right as soon as they do it. As a teacher, we should abide by the principle of "people-oriented", tolerate and understand students who make mistakes, respect their personality and protect their self-esteem. I give a "green light" to students' mistakes in teaching, and advocate several rights in class: allowing repeated answers when mistakes are made; The answer is incomplete, which makes you rethink; Different opinions allow arguments. For example, when teaching length units, I asked a student to go to the stage and point out the position of "15cm" on the ruler. He pointed it wrong, so I asked another student to point it up, but I didn't let the first student come back to his seat. But after the second student pointed it right, I asked the first student to point out where "25cm" was, and then let him return to his seat after answering correctly. In such a class, students are not worried about being scolded by the teacher for answering wrong questions, nor are they worried about being laughed at by their classmates. They study in a democratic atmosphere, have active thinking, dare to say and do, dare to make mistakes, and move from mistakes to success. They have confidence and interest in learning.

Secondly, teachers should carefully analyze the causes of students' mistakes and guide students to find and correct them. In mathematics teaching, our teachers often pay more attention to the process of students' error correction, while ignoring the analysis of students' mistakes. Some are influenced by non-intellectual factors such as study habits and interests, and some are influenced by students' original cognitive ability. In fact, analyzing all kinds of mistakes made by students can not only help us know more about the causes of students' mistakes, but also help us correct them and give full play to their positive role. Students' mistakes are related to their thinking ability. Pupils' thinking is easily influenced by stereotypes, and they are often preconceived about new knowledge. For example, for a long time, the problem of time rate has been an old problem that puzzles teachers and students. From the first lesson of learning "time unit" to the end of primary school graduation, students like to make a form like "1.5 hours = 1.50 minutes, 70 minutes".

Thirdly, learning mistakes are also a good teaching resource, and teachers should make good use of them. Professor Ye Lan mentioned in the article "Rebuilding the Classroom Teaching Process": "The state of students in classroom activities, including their learning hobbies, attention, cooperation ability, views and opinions expressed, questions and arguments raised and even wrong answers, are all generative resources in the teaching process." In the process of continuous exploration and knowledge acquisition, students' thinking methods are different. Students' innovation and seeking differences are inevitably accompanied by mistakes, but the process of students making mistakes is actually the process of constantly correcting mistakes and perfecting methods. Therefore, teachers can't easily deny students' thinking achievements, even some seemingly wrong answers may contain sparks of innovation. Our teachers should make use of this kind of resources, let students find and solve problems independently, and deepen their understanding and mastery of knowledge in the process of error correction. For example, in the teaching of "knowing multiplication", there is a picture in which five apples are drawn on the left plate and six apples are drawn on the right plate. Two students listed the formulas of "5× 2" and "6× 2". The students laughed when they saw the formula and said, "Wrong, multiplication is not easy to calculate, because there are not so many apples in the two plates." At this time, the teacher should not judge quickly, but can inspire him to say, "This classmate is right, but he hasn't finished yet." Who will help him? " The students were talking noisily. One student said, "5×2 means that both plates are regarded as five apples, so the plate on the right is less 1 apple, so 1 apple is added." The formula is 5× 2+ 1. Another student said, "6× 2 means that both plates are regarded as six apples, which is too much 1. Just subtract 1. The formula should be: 6×2- 1 "

A wrong answer caused the students to discuss what they had learned. In the process of finding, distinguishing and correcting mistakes, they not only deepened their understanding of what they have learned, but also created new solutions. This kind of teaching neither completely denies students' mistakes, nor dampens students' enthusiasm for learning, nor makes rational use of wrong resources. It also allows students to truly experience the fun of "doing" mathematics.