In the teaching of math teachers, it is always found that some children always read wrong questions when doing math problems, which often leads to some simple questions losing points. Many parents think it doesn't matter, but the child is not careful. Just let the children pay attention to the next exam.

Actually, this question is not that simple.

As a mathematics teaching researcher with rich teaching experience, I have made a special study on this.

Most parents may think that children who are prone to make such mistakes are mostly boys, with above-average math scores and grumpy personalities.

However, my research found that many children with poor academic performance in mathematics often have this problem. Real schoolmasters rarely have this problem.

But children with poor grades seldom care about being studied.

I once coached a child. Every time I asked him how he did in the math exam, he always replied that he didn't think it was very difficult, and he almost did it. But every time the score comes down, it is always lower than everyone's expected score. Take out the wrong question and reanalyze it, and he will understand it immediately.

What is the cause of this problem? Wechat official account, a teacher in Chongqing, has three reasons for finding the misreading topic from easy to difficult:

First, I didn't develop good reading habits.

Some children don't like reading aloud, but like scanning, so they will miss a lot of text details when reading the topic. In fact, this problem is very easy to solve, as long as you practice reading the topic and outline the key points for your child.

Many experienced math teachers will practice outlining the key points of the topic for children, but some young teachers may not have such experience.

Second, lack of practice and insensitivity to the topic text.

Sketch the key points in time, and some children still have the problem of misreading or missing questions. What is the reason? Most of the reasons are that children's understanding of keywords is not deep enough and they are not sensitive enough to some keywords.

Children may also outline a core word when they look at the topic, but they can't quickly understand the influence of this word on the problem. To solve this problem, only let children practice more and increase their sensitivity to these words.

Third, I don't like thinking, and I don't have the habit of analyzing the intention of examination questions.

Another problem is that some languages are deliberately reversed or the process is deliberately complicated, and some children soon fall into the trap set by the questioner.

Of course, this kind of topic is more difficult, and the reading comprehension of this kind of topic is an obstacle for children to become masters of learning. The way to solve this kind of problem is that children should think about the questioner's thinking, what knowledge points the questioner has set in this question, what answers he hopes to get and what abilities he wants to test.

Once this ability is developed, learning hegemony will be realized.

To get full marks, you must have the ability to be higher than full marks.