A Comparative Study Of Mathematical Applications Between Urban And Rural Students Receiving Compulsory Educationg

Mathematics not only comes from life, but also applies to life. Math in real life has a wide range of applications, so primary and secondary student's mathematics application ability are particularly important. Through literature study, mathematics application ability can be divided into three dimensions: answer the ability of traditional text mathematics problems, answer simulated real situation among the ability, solve mathematical problems with real situation mathematical ability. This study focused on two dimensions before the start. Among them, the first dimension"answer the ability of traditional text mathematics problems"is divided into two small dimensions: direct judgment, characterization and pattern recognition.Our long-standing urban-rural dual structure created effects of urban and rural education and student learning education effect significantly different, urban and rural students receiving compulsory education gap between mathematics proficiency objective. Of urban and rural differences in learning ability of students has significant practical significance.In this study, we adopt testing, interview and questionnaire research methods. For grades four to nine rural and urban students to"answer the ability of traditional text mathematics problems"issues related to inspection and testing; for seven to nine students to carry out urban and rural areas, "answered mathematical simulation of real-life situation Application Problem capacity "issues related to inspection and testing. By SPSS17.0 independent samples and T-test differences in study, correlation analysis using SPSS Factors. Applied Mathematics, urban and rural students eventually comparing the following conclusions:1. Urban and rural grade four, five, six, seven, eight, nine students in a solution traditional text mathematics application ability were significantly different and urban students were better than the countryside student. In direct judgment dimensions does not exist significant differences. In pattern recognition and characterization, there was a significant difference and urban students were better than the countryside student;2. Urban and rural elementary students and junior high school students (including the junior middle school three year) in a solution traditional text mathematics application ability significant differences and urban students were better than the countryside student, in direct judgment dimensions does not exist significant differences in pattern recognition and characterization, there was a significant difference and urban students were better than the countryside student;3.Urban and rural middle school students in mathematical applications to answer questions simulate the real situation there are significant differences in ability and urban students than rural students;4. Urban and rural primary and middle school students answer traditional text mathematical among the ability is generally low, meanwhile urban and rural junior high school students answer simulation real situation mathematics application ability also is generally low;5. Urban and rural primary and middle school students answer traditional text mathematics application ability is not balanced .There is a big gap between good students and the ability of students with learning difficulties. Urban and rural primary and middle school students answer simulated real situation among the ability is not also balanced .There is also a big gap between good students and the ability of students with learning difficulties.In compulsory education phase, urban and rural students mathematics application ability development factors include: The basis of mathematics learning, mathematics learning concept and Chinese reading foundation, in which the basis of mathematics learning, mathematics learning perspective and the relevance of mathematics are proficiency high, and language proficiency reading and mathematics based on the relatively weak correlation.