Research On The Relationship Between Thinking Mode And Mathematics Academic Performance

Paying attention to students' mathematical literacy is the general trend of the development of basic education in the future.How to better integrate the core mathematical literacy into students' study and life is a problem worthy of the attention of educators.Studies have shown that cultivating students' growth mindset is essential to the growth of high school students and the formation of the "six core qualities",and students' mindset play a key role in improving students' academic performance in mathematics.This article selects the students from the Xinjiang senior high school class of two schools in Beijing as the research object.Based on 279 valid questionnaires and corresponding test papers.First carry out project analysis,reliability and validity test of the questionnaire,and analysis of difficulty and differentiation of test papers.Revise based on the analysis results to determine the appropriate questionnaire and test paper items.Then use regression analysis to explore the simple causal relationship between students' mindset,motivation variables and math test results.Based on the existing research conclusions,different structural equation models are established for comparison,and a well-fitted questionnaire structural model is obtained.And then the complex causal relationship between the students' mindset,motivation variables and students' math test results is determined.On this basis,establish an intermediary effect model to explore the intermediary role of "learning strategy—self-efficacy" between students' mindset and math test scores,so as to obtain the final conclusion of the relationship between Chinese middle school students' mindset and students' academic performance in mathematics.In this paper,based on statistical analysis techniques such as correlation analysis,regression analysis,structural equation modeling,and intermediary effect analysis,SPSS and M plus software are used to conduct research.Through the above research,this paper draws the following research conclusions:(1)mindset can not only directly predict students' math test results,but also have an indirect impact on math test results through "learning strategy—self-efficacy".(2)Self-efficacy can significantly predict students' math test results,and learning strategies can affect students' math test results through self-efficacy.(3)Correct understanding of failure helps to train students' mindset.Based on the research results of this article,the following targeted recommendations are made:(1)Encourage students to adopt active and effective learning strategies and trust their abilities.In daily learning,teachers and parents should encourage students to adopt active and effective learning strategies.(2)Pay attention to the feedback of students' academic achievements in time.It is important to pay attention to the students' feedback on the mathematics results,make timely evaluations,and help the students to correct their attitudes and attribute them correctly.(3)Correctly guide students' perception of failure.To allow the child to make mistakes,when the child's test scores are not satisfactory,pay more attention to the child's efforts and dedication,treat failure with a growth perspective,provide correct guidance,make the child realize that "failure is helpful for learning",and cultivate children's growth mindset.