An Investigation Of Middle School Students' Cognition And Comprehension Obstacles In Mathematics Learning And Its Teaching Research

The cognition and comprehension is the first in mathematics learning, comprehension is the foundation of mathematics learning, any mode of cognition are both established above comprehension. The key to obtain knowledge and the central step of the students' learning is cognition and comprehension, it takes very important part in mathematical learning undoubtedly. According to the tendency of mathematical curriculum reformation of every country in the world, mathematical curriculum standards at home and abroad give more attention to the topic of cognition and comprehension of mathematics. According to the problems existing in the actual mathematical teaching, quite a few backward students in middle school caused by bad achievements of mathematics, most of them have obstacles of cognition and comprehension in mathematics learning. The existing research is only stayed on the levels of the cause of mathematical comprehension obstacles, few studied on types and different students' manifestations of mathematical cognition and comprehension obstacles. Therefore, study on cognition and comprehension obstacles of middle school students deeply has very good practical significance. Its purpose is to investigate students' practical situation specifically, provide a strongly theoretical foundation to teachers' teaching methods and teaching effects, to promote students' all-round development.The information-processing view and constructive learning theory are considered to be the theoretical foundation of the thesis. First, this thesis elaborates cognition and comprehension obstacles of mathematics from the aspect of theories with literature analysis method. It analyses the concept, characteristic of the cognition and comprehension obstacles of mathematics and the features of backward students with cognition and comprehension obstacles of mathematics in the processes of mathematics learning. In the meantime, it analyses the factor of influence of mathematical cognition and comprehension. Then, this thesis concluded three types and eight major manifestations, combined cognition and psychology with main behavior of the middle school students in all links of mathematics learning; selected some middle school students randomly via a questionnaire survey method, compared and analyzed the difference of the cognition and comprehension obstacles in mathematics learning in different grade and in different sex, the correlation of the cognition and comprehension obstacles in mathematics learning and mathematics achievements deeply, and get the following a few conclusion:1. As for the students on the whole, obstacles type of connection is most serious, type of basic schema is secondary to it, the third is linguistic type.2. Blocked by grade, there are not a significant difference between the junior high school and the senior high school in the cognition and comprehension obstacles of mathematics in the processes of mathematics learning. However, for the three kinds of obstacles, means of the senior high school students is higher than the junior high school students', shows that all the obstacles of senior middle school students are more severe than the junior high school students'. Standard deviation of the junior high school students is higher than the senior high school students', this shows that the individual differences of the junior high school students are larger than that of the senior high school students.3. Blocked by sex, there is significant difference between male students and female students in the cognition and comprehension obstacles of mathematics at the 0.01 level. The standard deviation of the three obstacles of female is lower than that of males. It shows that the individual differences of males are larger than that of females.4,The mathematic result and the whole mathematic thinking style present positive related, and it's correlation coefficient is significant at the 0.01 level.