Gender Differences In East Asian Middle School Mathematics Learning Strategy And Its Influence Factors

Mathematics learning process has been one of the hottest international mathematics education concern in many large-scale international comparisons, students’ mathematics learning areas are present use learning strategies. Mathematics learning itself contains a series of strategies process, the evaluation on learning strategies is the core of PISA measure learning. Based on the evaluation of learning strategies in PISA2012 and analysis of its results, hoping to reveal the regulation of mathematical learning strategies and the factors affecting the selection process from a gender perspective, in order to more clearly understand the characteristics of gender in mathematical learning.Previous studies in terms of literature analysis and quantitative research are inevitably limitations presence of the target range, hence the need for international evaluation projects. From the field of view of international comparison, results of large international PISA mathematics test as a starting point, and on the basis of Shanghai through case analysis to further verify the rationality of mathematics learning strategy framework.In this paper, East Asian Middle School Mathematics Learning Strategies for the corresponding analysis, mainly to do some of the following tasks:through descriptive statistics, to understand the various types of the overall level and general status of East Asia, Middle School Mathematics Learning Strategies strategy with OECD level comparison; Chi-square test analysis of gender differences in East High School Mathematics Learning Strategies; the use of analysis of variance, two-way ANOVA and other methods to reveal the interaction of gender differences in mathematics learning strategies and the impact of variables and learning strategies between. Similarly, descriptive statistics mathematics learning strategy overall level of East Asian countries and regions, analysis of variance, two-way ANOVA analysis method to explore the interaction of gender differences in mathematics learning strategies and the impact of variables and learning strategies between these aspects of comparative analysis. Finally, through case analysis Shanghai H school, focus on understanding the personality characteristics of such schools Students’Math Learning Strategies, and further verify the feasibility of PISA mathematics learning strategies Assessment.The study found the following conclusions:the psychological tendency of men and women learning strategies significantly different, mainly for girls tend to use memory/rehearsal strategies, learning is more mechanical memory or repetitive training; while boys are more adept at using sophisticated tactics, especially boys learning mathematics more focusing on methods and applications. And a new method for daily applications and try two types of learning strategies, academic performance of boys in mathematics even better. Learning Strategies for Mathematics Achievement explain the contribution of small and middle school students in general mathematics learning strategy use is not obvious gender differences, gender mainly affecting mathematics self-concept, self-concept and behavior can affect academic achievement through mathematical confidence and self-efficacy; failure gender differences in attribution affect students ’academic achievement in mathematics performance; influence mathematics anxiety on students’ academic achievement in mathematics is immediacy, anxiety weak student performance better. Although student participation in extracurricular activities of mathematics there is no significant gender differences, but more often involved in extra-curricular activities for students of mathematics achievement. Research shows that East Asian countries and regions in the process of mathematics learning strategies common prominent personality differences are more obvious. Different from traditional impression, the performance of East Asia " be very well good at learning." Between the performance area, Singapore, Hong Kong of China and Japanese high school students, girls performed very well in the control strategy, focusing on mathematics learning meta-cognitive monitoring, and Shanghai, Taiwan of China and South Korea in East Asia as a whole is higher than the level of the fine strategy, focusing on learning methods and techniques use. Shanghai H through school case studies show that vocational school students’ math learning strategies not only exhibit the general characteristics of Shanghai five schools in retelling example, the application and the degree of hard daily life of these three aspects of learning more prominent, and the men and women in math anxiety a sense of respect, self-concept and other significant gender differences.