The Mathematics Learning Strategies Of Junior High School Students’ And Its Relationship With Strategy Consciousness,Thinking Style,Mathematics Achievement

Learning strategies covers all the effective methods and skills of effectivelearning, so the research in this area is always the most popular research between thepsychology and the education areas. With the in-depth study of learning strategies,specific learning strategies research has gradually become the focus in the research.As the importance of mathematics, the mathematics learning strategy becomes veryimportant and unique, and the research in junior middle school can not only enrich thelearning strategies in mathematics discipline, but also provide basis and references forthe instruction and intervention in mathematics learning strategy.On the basis of the previous researches, this study includes four parts. The firstpart is a investigation for the characteristics between use and development ofmathematics learning strategy,which is applied to the different schools, grades, sex ofjunior high school students. The second part is a discussion of the relationship amongmathematics learning strategy, strategy awareness, thinking styles and learningstrategies in mathematics. On the basis of the analytical frame, the third part gives ananalysis and research to the relationship among mathematics learning strategy,thinking style and math academic achievement. The fourth part is about a case studyon a particular junior high school student,who has been to coach with somemathematics learning strategies. This study has obtained a series of conclusions.The first, the operating frequency of mathematics learning strategy of junior highschool students are in the medium range, and there is a significant difference in thedevelopment of the learning strategy among three grades, and there is no statisticallysignificant differences between school and sex.Secondly, there is a significant positive correlation between mathematicslearning strategy and the strategy awareness in junior high school. Strategy awarenessis a explanatory variable for the30.6%mathematics learning strategy.Thirdly, there is significant positive correlation between mathematics learningstrategy and eight thinking styles, which include active independent, critical analysis, hierarchical order type, bull and type, casual, unconfined type whole abstract, taskoriented and people oriented. This ten thinking styles are explanatory variables for the49.5%mathematics learning strategy.Fourthly, there is significant positive correlation among mathematicsachievement and meta-cognitive strategy and cognitive strategy, and there is nostatistically significant differences between resource management strategy andmathematics achievement.Fifthly, mathematics learning strategies plays a intermediary part betweenpassive operating style and academic performance, and there is a direct effect betweenpassive operating style and academic achievement. On the analysis of critical typestyle and academic performance relationship, mathematics learning strategy iscompletely intermediary role.