The Survey On Psychological Errors In Mathematical Problem Solving Of Senior High School Students

In the process of mathematics learning in high school,it is unavoidable for students to have problem-solving errors,and it has always been a research hotspot.With the development of modern cognitive psychology,people have recognized the “reasonableness” of the students’ problem-solving mistakes,and realized that students’ problems in solving problems are not only factors that are not mastered by mathematical knowledge and methods,but also include students’ own psychological factors.In order to more clearly understand these psychological factors of the students,this research focuses on the following three issues to investigate the psychological errors of high school students’ mathematics problem solving:(1)High school students have psychological errors;(2)High school students Grades and gender differences in students’ psychological errors;(3)Teaching suggestions to reduce high school students’ psychological errors.The research is mainly divided into three phases:(1)Based on the theoretical research framework of reading literature and the combination of individual teaching practices,a survey questionnaire on psychological errors in mathematics problem solving for senior high school students and a survey on teachers’ concerns about psychological factors in mathematical problem solving errors were conducted.(2)114 freshmen,137 seniors,122 seniors were surveyed and implemented teacher questionnaires,and 6 students were interviewed;(3)Analysis of quantitative data,statistical analysis,the distribution of the psychological errors in high school students’ mathematics problem-solving problems and their differences in grades and genders have suggested that teaching strategies to reduce the psychological errors in high school students’ mathematical problems should be proposed.The study found that there are the following points regarding the psychological errors of high school students in mathematics problem solving:(1)Psychological errors in high school students’ mathematics problem solving are common;(2)High school students have significant grade differences in the psychological ability and thinking tendency of mathematical problems in psychology.With the increase of grades,these types of psychological errors gradually decrease,and the difference between high school and high school is significant.In the metacognition level,the situation in the second grade is more serious,but there is no significant grade differences.In terms of emotion and willpower,as the grade increases,this type of psychological error gradually increases,but there is no significant grade differences.(3)The psychological errors of high school students’ mathematics problem solving have significant gender differences in mental abilities,mindsets,metacognition levels,and emotions and willpower.Male students have significantly less psychological errors than girls.(4)43.53% of the high school mathematics teachers could not clearly identify the psychological errors of the students’ problem solving,and 47.06% of the teachers had no targeted effective countermeasures against the students’ psychological errors.Based on the above results,there are two suggestions for mathematics teachers:(1)Mathematics teachers need to raise their awareness of problem-solving errors,need to be aware of the rationality of some mistakes,and improve their analytical level of problem-solving errors;(2)Strategies to reduce students’ psychological errors in the problem.In the ordinary teaching,we should pay attention to cultivating students’ mental abilities to solve problems,reduce the influence of students’ thinking and thinking in the process of solving problems,enhance students’ metacognition ability,improve students’ problem-solving mood,and temper their problem-solving will.