Study On The Matching Between High School Students' Mathematics Learning Strategies And Cognitive Styles

In this study, we use Mathematics Learning Strategies Scale mainly produced by Dianzhi Liu and the CCSA(Chinese Cognitive Style Analysis)to test 324 students from Renhua High School in Guangdong Provincial. And then we selecte 24 different students from the whole 324 students to finish the open-ended questionnaire and some Mathematical problems. The purpose of this study is understanding how the cognitive styles of students influence their choice of Mathematics learning strategies, and providing theoretical references to the future Mathematics teaching, as well as strategy teaching. The main conclusions of this study are as follows:1. We compiled the CCSA(Chinese Cognitive Style Analysis), after the quality of psychometric testing, the measurement tool can be used.2. The students of analytic style perform better than the students of wholist style in Math learning; At the same time, boys tend to be analytical typle and girls tend to be wholist style. In the Verbal-Visualise dimension, there is no differences between boys and girls,and between excellent students and weak students. The students of analytic style more prefer such strategies than the wholist student: reflection strategy, concept of learning strategy, formula inference strategy, problem-solving strategy and regulating strategy. In the verbal-visualise dimension, differences do not exist. The interaction between learning strategies and cognitive style in the choice of Mathematics learning strategies does not exist.3.Upon completion of specific mathematics problems, the weak students'ability of strategy using in simple mathematics problems is not worse than the excellent students'.But in complex problems, they seem to be in difficulty, even their own strategies can not be used.Except the weak students of verbal style, most of other students like to learn Geometry,and usually use the"digital combined with image"strategy.Excellent students are more aware of their cognitive styles and strategies matched their own styles, and more will learn other people's good learning strategies which they are not good at. Excellent students had a broader base of learning strategies.