The wrong questions in this paper are not the ones that students do wrong, but the math exercises with scientific mistakes, including those with typographical errors or clerical errors. Of course, due to typographical errors or clerical errors, math exercises may be unrecognizable, not a math problem, not a math problem that has made a scientific mistake, or a new math problem that we didn't expect, but it is often incompatible with teachers' math education intentions. The reasons for the wrong questions are complex and diverse, and at least the following phenomena deserve our attention: First, teachers lack knowledge level, and a few teachers do not deeply distinguish some confusing knowledge points in the textbook, so they will naturally make mistakes when making propositions; Second, the audit is a mere formality, because of the "mutual trust" between proposition teachers, the audit is just a cursory look, and you can't find the wrong question; Third, the default expression is inconsistent, and teachers in different regions have different default expressions. Once such information is used in examination questions, it will inevitably cause controversy; Fourth, too much pursuit of economic benefits, which is mainly a problem writer of various teaching AIDS. In order to get a published problem set in a short time, these people have no time to proofread, which leads to many wrong questions in many teaching AIDS. In the face of the overwhelming mathematics exercises with various teaching AIDS, although we try our best to avoid wrong questions, it is an objective fact. Since the wrong question is inevitable, what should we do? Some teachers declare it invalid in front of students as soon as they find the wrong questions, and then ignore them; Some teachers will properly turn wrong problems into good math problems; Other teachers fully tap the educational value of wrong questions through various ways. This last method is also used in my teaching. I have always believed that our teachers should make rational use of the wrong questions from the perspective of educational value, minimize the negative impact brought by the wrong questions, and give play to the educational function that the real questions do not have. The following are some ways that I deal with wrong questions in teaching: First, correct mistakes and cultivate students' ability to find problems. In normal teaching, if a teacher neglects to make mistakes in class for a while and writes wrong data or related information of key parts that are of great significance to solving problems, but the students have not found anything, the teacher can "correct mistakes". Don't point out the problem itself, but give students some time to solve the problem and see if they can solve it. If not, the teacher will announce the mistake again, and then ask the students to point out the mistake, or give a hint when the students do the problem, and then let the students discuss and find out the mistake. Judging from my teaching situation, there are not many cases in which students find and point out mistakes. When encountering mistakes, they all doubt their ability to do problems, and regard unanswered questions as problems that they can't solve, regardless of whether the problems are wrong or not, which shows that students' ability to find and criticize problems is not strong. Therefore, teachers should actively change this situation and educate students through the wrong problems encountered in teaching, so that students can be good at finding problems and dare to point out and correct them. Second, try to find mistakes and cultivate critical consciousness. The information age requires students to have not only the ability to receive and process information, but also the ability to filter information and form a certain critical consciousness. Although it is the bounden responsibility of teachers to find and correct wrong questions in time, especially in major exams, such requirements are still a bit high for students, but if students do not have a certain sense of examination of mathematical exercises, I am afraid it will not work, and it is not good for students to rely solely on teachers to screen wrong questions. In addition to correcting the wrong questions in the exam in time, we should also cultivate students' critical consciousness in the usual practice, at least let them learn the skills of finding and dealing with suspected wrong questions. Therefore, in practice, the teacher found the wrong question and didn't have to correct it immediately in front of the students. They can handle the wrong questions flexibly according to the nature and the occasion of use. Even if you don't encounter a wrong question in one semester's teaching, teachers can consciously "make mistakes" and occasionally give students wrong questions, appropriately increase the "burden" of "finding the wrong question" and cultivate students' critical consciousness. Third, adapt the wrong questions and experience the fun of doing them. Mathematical exercises require strict logical relations, in which there are not many conditions that are indispensable, and there can be no contradictions and conflicts among various conditions. Therefore, after teachers find the wrong questions, on the one hand, they can organize students to discuss the wrong questions and find out the mistakes, on the other hand, they can let students play their creativity, transform or transform the conditions of the wrong questions, or supplement the missing conditions to make the questions conform to mathematical laws. Through this kind of education, students can experience the questioner's mentality, which will help them find the key to solving such problems in the future, cultivate their divergent thinking and creative spirit, and improve their ability to find and solve problems. It can be seen that the wrong question is not necessarily useless. In mathematics education, wrong questions often appear. As long as we teachers think hard and dig deep into the value of wrong questions, we will receive unexpected teaching results. I hope our math teachers can face up to mistakes in the future and "carry them through to the end" so that mistakes can become a part of educational resources.