Study On The Relationship Between Non-intelligence Factors Of Mathematics Learning And The Characterization Of Mathematical Problems In High School Students

The characterization of mathematics problems by students is the key to solve the mathematical problems,so it is necessary to study the"internal psychological mechanism"of problem solving,and further explain the importance of studying the characterization of mathematical problems.Among the factors that can influence students'mathematics learning are personality,attitude and so on.and accordingly,These factors will further affect students'characterization of mathematical problems,which in turn can be attributed to non-intelligence factors.The purpose of this study is to study the relationship between the non-intelligence factors of high school students'mathematics learning and the characterization of mathematical problems,and to further advise on how to improve the representation of students'mathematical problems from the perspective of non-intelligence factors.The method used in this study is an empirical study aimed at 4 classes in the sophomore grade of a high school in Xiaogan,Hubei Province,further studying the non-intelligence factors of mathematics learning and the characteristics and differences of mathematical problems in high school students of different genders and different class types,and studying the correlation between the two,the results of which are as follows:(1)The overall level of non-intelligence factors is higher,5 dimensions,Attitude dimension score is the highest,personality dimension score is the lowest,As far as the total score of non-intelligence factors is concerned,there is no significant difference in gender,and for the dimensions of non-intelligence factors,3 dimensions have significant differences on gender,respectively,Emotional emotion,will and character,while attitudes and motivations do not differ significantly in this aspect of gender.There are significant differences in the total score of non-intelligence factors in the Department of Arts and Sciences,in addition to the dimension of will,there are significant differences in the Science and Arts Branch,There was no significant difference between the remaining 4 dimensions in literary and science students.The class difference of the total score of non-intelligence factors is significant,and there is a significant difference in the class type among the various dimensions.(2)The overall level of mathematical problem representation is higher,the score of Mathematics 1 is the highest,and the score of Mathematics 3 is the lowest.Of the three-bit representation of 3 of mathematical questions,the highest number of one-dimensional representations was the second,the two-dimensional characterization was the least Not only the total score of mathematical problems and their scores were significantly different.There were significant differences in the total score of mathematical problems in the Department of Arts and Sciences,among which there were significant differences in the scores of mathematics questions 1 and 3 in the arts and sciences.There is no significant difference in the score of mathematics Problem 2 in the Department of Arts and Sciences.There are significant differences in the classification of mathematical problems in class type,and there are significant differences in the scores of each question in class type.(3)There is an extremely significant positive correlation between the overall non-intelligence factors and the characterization of mathematical problems,and the correlation coefficient is 0.932,and there is a significant positive correlation between the dimensions and the characterization of mathematical problems.Among them,the correlation coefficient between attitude and the characterization of mathematical problems is 0.698.The correlation coefficient between motivation and mathematical problem characterization was 0.722,the correlation coefficient between emotional emotion and mathematical problem representation was 0.759,which was the largest,the correlation coefficient between personality and mathematical problem representation was 0.464,which was the smallest,and the correlation coefficient between will and mathematical problem representation was 0.744.(4)The unary linear regression equation between the total score of mathematics non-intelligence factors(x)and the representation of mathematical problems(3y)in high school students is as:y=0.152x-8.891 The multivariate linear regression equations of the non-intelligence factors of high school students in mathematics,that is,will(x1),motivation(x2),attitude(X3),character(X4),and the characterization of emotional emotion(x5)and mathematical problems(y),is:y=0.172x1+0.176x2 +0.169x3+0.130x4+0.124x5...