Resource Utilization of Error Questions in Primary School Mathematics and Cultivation Paths of Students' Reflective Learning Habits

Wang Fang

Xizang University

Abstract：

In daily primary school mathematics teaching, students generally show weak self-diagnosis awareness, fragmented error-correction behaviors, and lack of systematic management strategies when facing errors in exercises and assessments. As a result, the same type of errors occurs repeatedly, and learning efficiency is difficult to improve. Based on practical teaching observations, this study systematically sorts out thetypical symptoms of primary school students in error handling, demonstrates the multiple educational valuesof constructing reflective error-correction habits, and then builds a content framework for habit cultivation from four dimensions: timeliness of error recording, depth of attribution diagnosis, periodicity of review and consolidation, and systematicness of rule extraction. On this basis, combined with practical strategies such as example guidance, process supervision, and hierarchical tutoring, it provides reproducible implementation paths for frontline teaching. Practice shows that scientific utilization of error question resources and cultivationof reflective habits can significantly improve students’ metacognitive monitoring ability and mathematics academic achievement.

Key Words：

primary school mathematics; error question resources; reflective habits; metacognition cultivation; teaching strategies