The Study On Junior Middle School Students' Selective Ability To Mathematics Learning

Junior middle school students'selective ability to mathematics learning(SAML)is a valuable research area, which has the theoretical and practical significance in the research field of mathematics education. So far, the research on the students'selective ability hasn't been paid enough attention in the study of students'mathematical ability. Theoretical and empirical research on students'selection in mathematics learning was not a hot topic in mathematics education.This paper is conducted on the basis of reviewing a large amount of related materials, combined with characteristics of mathematical science and mathematics teaching practice. As a comprehensive study, the paper is the combination of the theory and practice. Firstly, based on the analysis related theories, the paper defines the concept of junior middle school students'SAML. Secondly, the paper studies the structure of SAML. Thirdly, the paper analyzes the factors affecting junior middle school students'SAML. Fourthly, the paper studies current status and the law of development of junior middle school students'SAML. Finally, based on these investigation and tests, we summarize the conclusions of the study and provide strategies for fostering junior middle school students'SAML. This paper consists of six chapters.The introduction part mainly analyzes the background of this study and proposes aims and content in the paper. We analyze related literature as well as the significance and value of the paper.Chapter 1 mainly analyzes the concept of junior middle school students'SAML. The conception of junior middle school students'SAML is proposed. The definition is as follows: to ensure high quality and high efficiency in mathematics learning, junior middle school students can filter, absorb and process correct and reasonable information actively and consciously. They can monitor the selection's effect on their mathematics learning and regulate their selection. Junior middle school students'SAML consists of both cognitive components and metacognitive components. On these bases, the paper put forward theoretical assumption of the structure of SAML.Chapter 2 mainly studies the structure of SAML. On the basis of analyzing the theory of mathematics learning and consulting experts about the study, the paper shapes the preliminary questionnaire of junior middle school students'SAML. The study investigates 846 junior middle school students in three grades from two middle schools, 752 of which are valid. We adopt research method of cross–validation in the study. Exploratory Factor Analysis is undertaken in 399 subjects who are selected randomly. On the other hand, Confirmatory Factor Analysis is undertaken in 353 subjects. Based on the studies above, we conclude that the structure of junior middle school students'SAML consists of four factors, i.e., reflection, plan, algorithm optimization, self judgement in mathematics. The formal questionnaire is developed based on the study mentioned above. Reliability and validity of the formal questionnaire conforms to the statistical analysis standard.Chapter 3 mainly analyzes the factors affecting junior middle school students'SAML through empirical study. This study investigates 441 junior middle school students, 379 of which are valid, from three grades in two middle schools. The instruments of this study are formal questionnaire of junior middle school students'SAML, questionnaires of self-efficacy in mathematics, learning motivation in mathematics, learning attribution in mathematics, conception of mathematics. Firstly, we analyze mathematics teaching level's effect on junior middle school students'SAML. The result shows that mathematics teaching level is a key factor affecting junior middle school students'SAML. Secondly, the multiple regression analysis is carried out, taking junior middle school students'SAML as dependent variable, and sub-elements of mathematics self-efficacy, mathematics learning motivation, mathematics learning attribution, conception of mathematics as independent variable. The result shows that intrinsic motivation, conception of mathematic learning process, positive answer to difficulty, intrinsic attribution have significant regression effect to junior middle school students'SAML. Thirdly, the multiple regression analysis is carried out, taking reflection, plan, algorithm optimization, self judgement in mathematics as dependent variable respectively, and sub-elements of mathematics self-efficacy, mathematics learning motivation, mathematics learning attribution, conception of mathematics as independent variable. The studies mentioned above provide several important references for fostering junior middle school students'SAML in mathematics teaching.Chapter 4 mainly studies current status and the law of development of junior middle school students'SAML. We choose 441 junior middle school students as example, and test them. There are 374 subjects are valid in three grades from two middle schools. Also, 36 subjects are tested by means of retrospective verbal protocol and interview. The instrument of this study is mathematics learning test (opened questionnaire). Mathematics learning test is open-ended. Subjects must answer questions on junior middle school students'SAML, when they solve mathematics problem in the test. There are six problems for every grade. When we choose the first three problems of different grades, we take into account knowledge that students on different grades have, mathematics teaching emphasis on different grades, mathematics teaching schedule of different grades.The remaining three problems are same for all grades. Influence of students'knowledge and experience on their mathematics problem solving is weakened as far as possible, when we choose the three problems. The three problems are used to explore the characteristics and laws of junior middle school students'SAML. The paper analyzes the first three problems of different grades to explore current status among three grades in junior middle school. As a whole, junior middle school students'SAML is low. For students on different grades, we point out shortcomings and problems of junior middle school students'SAML. Next, according to the concept and the structure of junior middle school students'SAML, we establish index system of junior middle school students'SAML evaluation. The development level of four factors is determined. The weight of four factors is calculated by means of Analytical Hierarchy Process. Based on the above analysis, we can evaluate junior middle school students'SAML. The result shows that for students on the three grades in junior middle school, there is significant difference in SAML and four factors. The level of SAML and four factors move upward with grade.Chapter 5 mainly summarizes the conclusions of the study and explores ways of cultivating junior middle school students'SAML. On the basis of above-mentioned studies, we provide several strategies. Teachers can cultivate students'fundamental activity experience by means of mathematics activity.Mathematics teachers should attach great importance to cultivating mathematics self-efficacy, mathematics learning attribution of junior middle school students. Trial and error is an effective means in mathematics learning. When students learn new strategy, teachers can improve the application of new strategy. Teachers can promote the development of junior middle school students'SAML by means of concept map.