Investigation and Analysis of the Current Situation of Junior High School Students’ Use of MENBs and Optimization Strategies

Abstract

This paper takes the first and second grade students of a junior high school in Anyang as the research object, using literature research method, questionnaire survey method, semi-structured interview method and statistical analysis method, from the three dimensions of cognitive attitude, behavioral habits and application strategies to investigate the use of junior high school students’ math error notebooks (MENBs). The results show that there are significant differences in the use of MENBs among students with different academic levels. In actual learning, most students have insufficient cognition of error management, focusing merely on the correction of errors while ignoring in-depth analysis, lack of collection and classification of mathematical errors; teachers only release tasks, but fail to fulfill the responsibility of supervision and guidance, resulting in poor actual effect of the MENBs. Based on the survey results, this paper proposes corresponding optimization strategies from the two dimensions of students’ self-management and teachers’ teaching guidance. At the same time, it clarifies the standardized establishment process of MENBs, and provides reference for improving students’ mathematics learning efficiency and optimizing teachers’ teaching.