A Study On The Influence Of Educational Game On The Problem Solving In Comparative Schools

Since the 1980s, Mayer proposed the classical mathematical problem solving theory, whether students can correctly represent problems or not is considered crucial to mathematical solving problems. However, in traditional mathematical problem teaching classes, teacher pays more attention to arithmetic operation strategy, rather than how to form the correct problem representation. A large number of studies shows that compared with merger problem and transformation problem, children feel most difficult in the representation of compare problem. Most previous studies using simple compare problem as experimental material, experimental subjects for younger children without informational technology. And grade four, as the beginning of the second compulsory education period, is a critical period of learning differentiation, compulsory education mathematics curriculum standard explicitly pointed out that "to further realize the data contains the information, develop reasoning ability, students can clear thinking and clearly express their thought process and result", this shows that the mathematical problems representation ability is clearly required in second compulsory education period.With the information technology support, educational game is based on the specific purpose of education which has entertaining and educational. Compare with the traditional problem solving strategies teaching, educational game has the advantages of situation, interactivity and fun. Such educational game not only can be used in the traditional class as a kind of teaching resources, but also can be used for learners to check missing knowledge after school class. So the author thinks that, on the perspective of education game assisted teach, developing educational game for a training tool which based on problem representation ability acquisition, lets the students learn knowledge in a relaxed and pleasant situation, to help the students who have low accuracy of representation ability get the problem representation ability. Therefore, under the premise of the analysis of school textbook and the present conclusions, this study focuses on three parts:first, how to design the process of compare problem representation. Second, developing educational game based on this design. At last, experiment with this educational game on classes.The basic process of the study is that: first, organizing the research results related with mathematical problem representation and problem solving strategy training. Second, analyzing elementary school mathematics books with different versions, make sure fourth grade students’ ability of representation and the difficulty of compare problems match. Then, designing the secondary comparison problems (difference unknown type/words match operation type/words don’t match operation type) and the specific mathematical problem representation steps (sentences representation/relative words sentences representation/whole representation), eventually to format a problem representation training test (training tool 1) and develop an educational game with Flash program software (training tool 2). Finally, putting forward hypothesis and screening eligible subjects, testing hypothesis by experiment with two kinds of training tools.The main conclusion of study is that: whether training tool 1 or training tool 2 can improve compare problem representation ability of fourth grade students who have low accuracy of compare problem representation. But there are different effects with this two training tools, training tool 2 has significantly improved effect on the "difference unknown type" and "words don’t match operation type", but doesn’t have significantly improved effect on "words match operation type", training tool 1 has significantly improved effect on the "words match operation type", but doesn’t have significantly improved effect on "difference unknown type" and "words don’t match operation type".