Research On The Current Situation Of Ninth Grade Students' Mathematical Problem Solving Ability And Cultivation Strategy

In the 21 st century,mathematical problem solving is not only one of the necessary ability,but also the purpose and main way of learning mathematics.Cultivate mathematical problem solving ability of student is an important measure and one of the goals to develop mathematics curriculum in China.As the connect grade between the compulsory education stage and the high school stage,It has great significance to understand the current situation of students' ability to solve mathematical problems in this stage.Therefore,the problems to be solved in this study are as follows: What is the status of mathematical problem solving ability among grade 9 students? What are the factors that affect mathematical problem solving ability of grade 9 students?What are the cultivation strategies for the 9th grade students to solve mathematical problems? By comprehensively referring to the evaluation criteria of problem solving ability in PISA,SOLO classification evaluation method and Waterman's problem solving scoring rules,The evaluation criteria of mathematics problem solving ability of grade 9 students are established.This paper studied 507 grade 9 students and 5 first-line math teachers in urban schools and township schools in Lanzhou City,using the literature analysis method,test paper method,questionnaire survey method and interview method.After the data analysis of the mathematics problem solving ability of the ninth grade students through SPSS software analysis is as follows:(1)In terms of overall performance level,grade 9 students' mathematical problem solving skills is normally distributed and the overall level of mathematical problem solving skills is well,at level two,but the polarization situation is more serious.Some students are still at the low level of level three,and the ability to solve mathematical problems needs to be improved.(2)According to the status quo of process performance,grade 9 students perform well in solving math problems,from high to low: understanding problems(level 1),formulate plans(level 2 middle-up level),execution plan(level 2 middlelevel),review and reflection(level 2 middle-low level),It is consistent with the problem solving process,they are from easy to difficult.(3)From the perspective of background,there are significant differences in the level of math problem solving among ninth grade students.Girls' math problem solving ability is significantly higher than boys',and girls' levels of understanding,formulate plans and execution plan are higher than boy.There was no significant difference in the total level of math problem solving ability among grade 9 students in different regions.In each process dimension of mathematics problem-solving ability,urban school students are significantly better at execution plans than township school students.According to investigates the influencing factors of the mathematical problem solving ability of grade 9 students,using SPSS and AMOS software leads to these following conclusions:(1)Personal factors,curriculum and textbook factors,and other factors have a positive impact on students' ability to solve mathematical problems,the environmental factors,class environmental factors have a negative influence.(2)Through path analysis,it is found that personal factors have a major impact on the ability to solve mathematics problems of ninth grade students.Curriculum and teaching factors have a direct impact on students 'personal factors.Parents' education qualifications affect mathematics problem solving abilities by affecting curriculum and teaching factors and personal factors.Through the investigation of the present situation of mathematics problem solving ability of grade 9 students and its influence factors,combined with interviews with teachers,put forward the cultivation strategy of understanding problem stage:(1)Attach importance to the integration of "mathematics reading" and "mathematics writing" into mathematics learning;(2)Attaching importance to the integration of context in the teaching process.The cultivation strategy of formulate plans stage:(1)Pay attention to the penetration of mathematical thinking methods;(2)Enhance the study of strategic knowledge.Training strategies in the execution plan stage:(1)Strengthen the development of students' thinking quality,and help students gradually build a logical and coherent learning process;(2)To strengthen the cultivation of students' mathematical symbol consciousness,and help students develop a correct view of mathematics.(3)Attaches importance to cooperate family education and school education.Training strategies in the retrospective and reflective stages:(1)Pay attention to the connection and penetration of knowledge in the teaching process,and guide students to summarize the example problems and exercises in the textbook in a timely manner;(2)Create opportunities for students to extend the questions,put forward conjectures,and infer the whole from a single instance;(3)Cultivate students' awareness of self-monitoring and self-evaluation.