Dong Han Mixed Area Junior Middle School Students To Solve Mathematical Problems Study Of Gender Differences

Since the 1980 s, the problem is solved the mathematical community to focus on the topic. "Mathematics Curriculum Standards" of 2011 will also be issued by "problem solving" incorporated into the curriculum goals and objectives are also set forth the problem-solving content, which requires students should have a higher mathematical literacy. Due to the social environment factors, economic conditions, mathematics secondary education in minority areas generally lag behind other developed regions, so that students’ mathematical literacy is generally not high, while the cause of gender differences affect students also obvious each day, it is necessary to first day gender differences in student problem solving investigation and research.This paper aims to study the area inhabited by the Han Dong junior middle school students to solve the problem of gender differences in the reasons, through the relevant literature and the subject class understand the problem-solving process is divided into reading comprehension, modeling, problem-solving formulation and evaluation to reflect four aspects. Paper Liping county two junior high school as a sample, by questionnaire testing, and statistical analysis of test results, the following conclusions:1. In general, male and female students to solve problems no significant difference in the level, but slightly better than the average score of boys and girls, and boys more than girls volatility.2. The number of reading comprehension, clarify the basic concepts, formulas,theorems and other content, and more girls than boys, while girls more willing to subject information processing to obtain deeper conclusions.3. In the model, the majority of men can find the correct mathematical model, while girls prefer to describe in words, language, drawings, etc., while the number of boys and less text, language, and other forms of graphics than girls.4. In terms of problem-solving presentation, there was no significant difference between male and female students grade point average. Most of the students for the more difficult problems or have never seen a comprehensive title, but less certain skill, can only solve the problem in a part or a fragment of problem-solving.5. In terms of the evaluation reflection, more boys want to question the conclusions of the breadth of thinking, while girls only stay in the problem of correctness of reflection.Through classroom observation, the actual method of interviews, document analysis, in terms of students, families, society and education to produce students to explore gender differences in problem solving reasons, and made certain recommendations.Through classroom observation, the actual method of interviews, document analysis, in terms of students, families, society and education to produce students to explore gender differences in problem solving reasons, and made certain recommendations.