Research On The Impact Of Different Feedback On Pupils' Mathematical Problem-Solving Ability In Mobile Learning

The rapid development of information technology has promoted the mobile learning application from pure resource provision to multi-dimensional learning support service,which has realized the transformation of the traditional learning evaluation form and provided diversified teaching means for promoting the discipline teaching with "problem-solving" as the core element.In primary school mathematics teaching,how to provide effective feedback evaluation for students and promote their ability to solve mathematical problems has become the focus of current researchers.Based on the existing data,it is found that the current research on the impact of feedback and mathematical problem-solving is more concerned with the content of feedback and less concerned with the timing characteristics of feedback.In this regard,the main problem to be solved in this study is to consider the influence of feedback on students' ability to solve mathematical problems from the perspective of the timing characteristic of feedback.This study using literature method,survey method,experimental method and other research methods,based on feedback interference theory and metacognitive theory,clear "self-reflection" as the main,center of gravity design to feedback the timing characteristics for different types of feedback,delve into mobile learning in the influence of different feedback to the primary school mathematics problem-solving ability,and to reveal the mechanism of action of the feedback effect on mathematical problem-solving ability.The main research contents are as follows:(1)Analysis of the level of mathematics self-monitoring of primary school students in mobile learning.To understand the influence of feedback on the self-reflection regulation of primary school students,the mathematical self-monitoring of students was analyzed through the mathematical self-monitoring scale.The results show that delayed feedback can effectively stimulate learners' self-reflection and improve their self-monitoring level.The improvement effect of delayed feedback on the self-monitoring of mathematics in the group with high prior professional knowledge is better than that in the group with low prior professional knowledge.(2)Analysis of pupils' ability to solve mathematical problems in mobile learning.To reflect the students' mathematical problem-solving ability comprehensively,truly and effectively,this paper studies the five constituent abilities of mathematical problemsolving,constructs the evaluation framework of mathematical problem-solving ability,and analyzes the students' mathematical problem-solving ability.It is found that: compared with immediate feedback,delayed feedback is more conducive to students' integration of structured knowledge and improvement of mathematical problemsolving ability,which is mainly reflected in the ability to understand problems and identify problems,but there is no significant difference in the ability to express problems.The effect of delayed feedback on the improvement of mathematical problem-solving ability of students with low previous professional knowledge level is better than that of students with high previous professional knowledge level.(3)The relationship analysis of mathematical self-monitoring between feedback and mathematical problem-solving ability.Combined with the analysis of mathematical self-monitoring and mathematical problem-solving ability,this paper explores how feedback affects pupils' mathematical problem-solving ability from the perspective of cognitive processing.It is found that there is a significant positive correlation between mathematical self-monitoring,feedback and mathematical problem-solving ability.Mathematical self-monitoring plays a completely mediating role in the relationship between feedback and mathematical problem-solving ability.