Investigation And Analysis On The Causes Of Mathematical Learning Difficulties Of Left-behind Children In Rural Areas

As more and more migrant workers enter the city,the "left-behind children" group is getting much bigger like rolling snowballs.As a result of living in a special growth environment,a series of "syndrome" are appeared in this group,and problems like education,mental health etc.have become a hot topic for researchers.The author investigates a total of 243 primary and secondary school students in three townships in Qingjian County,Shaanxi Province,mainly through a questionnaire survey to learn some basic situations of these rural students and their families,and conduct a statistical analysis on their emotions,mathematics learning habits,Mathematics learning will and the relationship with the school teachers and other aspects.SPSS software was used to descriptively analyze the data of the questionnaire,and perform the independent sample T test on the data.By comparing the left-behind children and non-left-behind children in mathematics learning emotion,mathematics learning habits,mathematics learning will,we explore the subtle differences between them,and finally summarize the problems and the main causes of their difficulties in learning mathematics among left-behind children.This paper mainly analyzes the causes of their math learning difficulties in the aspects of family,school and left-behind children.Finally,we puts forward the educational countermeasures for schools,families,their own and social and government.The main conclusions of this survey are as follows:(1)A majority of 243 rural students who were surveyed have bad mathematics learning habits;(2)Compared with the non-left-behind children,family education in the left-behind children is relatively weak.(3)There are significant differences in mathematics achievement,job completion and learning will between rural left-behind children and non-left-behind children,while there is no significant difference in other aspects of mathematics learning.(4)Teachers do not have obvious special care for rural left-behind children.