In view of the fact that primary school students often make mistakes in mathematics learning, teachers should ask each student to prepare a set of mistakes, extract the mistakes in classroom learning, homework and exams, sort out, summarize and analyze them, pay full attention to and give full play to the role of mistakes, help students accumulate learning experience and help teachers find teaching problems in time. Therefore, teachers should carefully analyze and study the wrong problem sets, and explore the methods and strategies for collecting, sorting out and effectively using the wrong problem sets. First, the significance of establishing the wrong problem set The significance of the wrong problem set mainly lies in two aspects: (1) The primary school mathematics curriculum has the unique characteristics of science. If you want to learn well, you can't do more exercises. In the face of practiced test papers and workbooks, it is useless to throw and do new questions at the same time, because if the wrong questions are not corrected and reviewed well, knowledge loopholes will still exist, and no amount of practice will be in vain. But to review, there are too many original papers and exercise books, and I am at a loss. Therefore, it is necessary to establish a set of targeted wrong questions to save valuable review time and spend limited time on correcting wrong questions; (2) Because the wrong questions are scattered in time and space, the establishment of the wrong question set can accumulate students' learning weaknesses in time, so that students can learn to seriously study and reflect on their own learning loopholes and fill them in time.