Investigation of Junior and Senior High School Students' Attitudes Towards Correcting Mistakes: A Case Study In Guilin

Students' attitudes towards correcting mathematics wrong questions affect the effect of mathematics learning to a certain extent. Focusing on students' attitudes towards correcting maths wrong questions, discovering the problem from the root cause can provide an important basis for correcting behavior. This research uses quantitative methods. the data were taken using a questionnaire. The sample of this study was 622 students in Guilin, China. The results of the questionnaire were processed using Microsoft Word and SPSS. the students filled out a questionnaire Attitudes towards Correcting Mathematics Wrong Questions Scale to investigate the attitudes of junior and senior high school students to correcting mathematics wrong questions from the three dimensions of cognition, behavior tendency and emotion. This research found 1) the overall level of Junior and senior high school students' attitudes towards correcting mathematics wrong questions is relatively high; 2) There are differences in the three dimensions, that is, cognitive level>emotional level>behavioral tendency; 3) there are significant differences in the attitude of correcting mathematics wrong questions in gender, whether or not they are student leaders, whether the head teacher is a math teacher, and grade; 4) And there is a significant correlation between each dimension and mathematics academic performance; 5) the attitude of correcting mathematics wrong questions significantly positively affects mathematics academic performance.


INTRODUCTION
In the PISA results, Chinese students achievement in mathematics got satisfactory results (Retnawati & Wulandari, 2019;Yang & Sianturi, 2017). However, efforts to improve mathematics learning outcomes are still being carried out and analyzed (Aixia, Ying, & Wijaya, 2020). Because mathematics education is dynamic And always changes according to circumstances.
Wrong questions have the effect of improving students' problem-solving ability and perfecting cognitive structure." mathematics wrong questions are valuable teaching resources.
"General High School Mathematics Curriculum Standards (2017 Edition)" pointed out (Yi, Ying, & Wijaya, 2019): students should have the ability to reflect and be able to build a knowledge system independently. evaluation is an effective way of learning mathematics.
According to Dewey's reflective thinking (Parsons, Inkila, & Lynch, 2019;Shieh & Chang, 2014), correcting mathematics errors is a process of evaluation and an effective way to improve mathematics performance. In addition, the materials of the Nineteenth International Conference on National Education of UNESCO also pointed out : "The mistakes made by students should be studied, and mistakes should be regarded as a means of understanding the law of students' thinking." It can be seen that mathematics is wrong. Often plays an important role. Although the value of mathematics mistakes and corrections is widely recognized, the research on mathematics mistakes and corrections of mathematics mistakes at home and abroad mostly focuses on attribution analysis, classification, and management of wrong questions. Some involved students' attitudes towards correcting a mistake. As the saying goes, "Attitude is everything". From Kraus's analysis of 88 "attitude-behavior" studies (Villalba-condori,

RESULTS AND DISCUSSION
The overall level of Junior and Senior High school students' attitudes towards correcting wrong mathematics questions  Note：*p<0.05， **p<0.01， ***p<0.001，is same. Note: The F test is to calculate the value of the F statistic, which is used to assist the test of mean difference. If the significant p value is less than 0.05, "(*)" will be added next to the F value; if the significant p value is less than 0.01, "(**)" will be added next to the F value; if the significant p value is less than 0.001 , Will add "(***)" beside the F value.  Table 4. It can be seen from High school students' correcting math wrong attitude and cognition, There are significant differences in behavioral orientation and emotional dimensions in grades. In combination with Figure   1, it can be further found that from the perspective of junior and senior high school or high school, students' attitudes towards correcting wrong questions develop in a "concave" form. Low; from the perspective of the entire Junior and Senior

The Grade Differences and Developmental Changes of Junior and Senior High School Students' Attitudes to Correcting Mistakes in Mathematics
High school, the scores of junior and senior high school students are higher than those of high school students, indicating that junior and senior high school students have a more positive attitude in correcting a mistake. Note: N = the number of students, M = the mean, SD = the standard deviation. The t test is to calculate the value of the t statistic, which is used for the mean difference test. If the significant p value is greater than 0.05, no note will be added to the t value; if the significant p value is less than 0.05, "(*)" will be added to the t value; if the significant p value is less than 0.01, it will be added to the t value Add "(**)" beside it.

Gender Differences in Junior and Senior High School Students' Attitudes to Correct Mathematical Error
It can be seen from Table 5   Note: N represents the number of students, M represents the mean, SD represents the standard deviation. The t test is to calculate the value of the t statistic, which is used for the mean difference test. If the significant p-value is less than 0.01, "(**)" will be added next to the t value; if the significant p-value is less than 0.001, "(***)" will be added next to the t value.

Whether or not Junior and Senior High school students who are serving as student leaders have different attitudes towards correcting wrong math problems
It can be seen from Table 7  Whether the teacher in charge of the mathematics teacher corrects the difference in the attitude of the Junior and Senior High school students to the wrong math problems Note: N = the number of students, M = the mean, SD = the standard deviation. The t test is to calculate the value of the t statistic, which is used for the mean difference test. If the significant p-value is less than 0.01, "(**)" will be added next to the t value; if the significant p-value is less than 0.001, "(***)" will be added next to the t value.
It can be seen from Table 7 that there is a note beside the t-values of correcting math wrong attitude and cognition, behavior tendency and emotion, and the significance p-value is less than 0.01, reaching a significant level. There is a significant difference in whether the head teacher is a math teacher, and the Junior and Senior High school students whose head teacher is a math teacher have higher attitudes in correcting math wrong questions and the average value of each dimension than the Junior and Senior High school students whose head teacher is not a math teacher. Note: The data in the table represents the correlation coefficient of product difference. If the significant p value is less than 0.001, "(***)" will be added next to the correlation coefficient.
Five factors including cognitive subdimension, behavior tendency sub-dimension, affective sub-dimension, attitude to correct math wrong questions and mathematics academic performance are included in SPSS, and Pearson correlation analysis is performed to obtain correlation matrix (see Table 9).  (2) The attitude of girls in correcting a mistake is significantly higher than that of boys. give more support to students in mathematics learning, and encourage students to persist in correcting mathematics errors in order to maximize the effectiveness of mathematics errors.
(4) Junior and Senior High school students whose head teacher is a math teacher have significantly higher attitudes towards correcting mathematics errors than those whose head teacher is not a math teacher. This may be because the head teacher is a Junior and Senior High school student who is a mathematics teacher, who can get more professional guidance in the process of mathematics learning, and it is easier to build confidence in learning mathematics. Therefore, the class teacher should overcome the differences in different subjects and personally demonstrate the effective method of correcting mathematics wrong questions, so that students can feel more support from teachers, thereby enhancing their confidence in learning mathematics.  (3) The attitude of girls in correcting errors in mathematics is significantly higher than that of boys; (4) The attitude of student leaders in correcting errors in mathematics is significantly higher than that of non-student officials; (5) The head teacher is a Junior and Senior High school student whose math teacher is correcting mathematics. The attitude toward wrong questions is significantly higher than that of Junior and Senior High school students whose head teacher is