A Study On The Influence Of Eighth-grade Students' Mathematical Self-monitoring Ability On Mathematical Generalization Ability

The high degree of abstraction in mathematics requires students to generalize in mathematics learning.Only through generalization from concrete to abstract can students use mathematical knowledge flexibly,realize knowledge transfer,and improve mathematical ability.The junior high school stage is a key period for cultivating students’ self-awareness and mathematical ability.Effective self-monitoring can make mathematical learning achieve good results.Numerous studies have shown that students’ mathematical self-monitoring ability and mathematical generalization ability are important factors influencing their learning effects,but the relationship between these two abilities is rarely discussed.This became the entry point and research interest of this thesis.This paper comprehensively uses research methods such as literature analysis,questionnaire survey,interview method and so on.First,based on a large amount of literature analysis and thinking,the basic problems of this research were established;then,930 eighth-graders were measured with a questionnaire survey to explore the current status of mathematics self-monitoring ability and mathematical generalization ability of eighth-graders,as well as the differences between different genders,regions,and schools,and further analyze the impact of their mathematical self-monitoring ability on mathematical generalization ability.Finally,based on the final conclusions obtained through interviews,relevant suggestions are made for mathematical teaching.The main conclusions of this study are as follows:(1)The mathematics self-monitoring ability of the eighth grade students is at a medium level as a whole,at a higher level in the dimensions of planning,management and testing,but at a lower level in the dimensions of regulation and evaluation.Eighth graders have no significant difference in gender self-monitoring ability and its five dimensions,but there are obvious school differences.In addition,eighth grade students in different regions have significant differences in their mathematical self-monitoring ability,which are manifested in differences in the dimensions of regulation and evaluation.Eighth grade students at different levels of mathematics have significant differences in their mathematical self-monitoring ability.(2)The eighth grader’s mathematical generalization ability is generally at the lower middle level,reaching the upper middle level at level 1,but failing to pass the level at level2 and 3.Eighth graders have no significant differences in gender generalization ability,but they have obvious school differences and regional differences.Eighth grade students at different levels of mathematics have significant differences in their mathematical generalization ability.(3)Eighth grade students with different levels of self-monitoring in mathematics have significant differences in mathematical generalization ability,and the difference between the high and middle monitoring groups is greater than the difference between the middle and low monitoring groups.(4)The eighth grade students’ mathematical self-monitoring ability has a significant impact on mathematical generalization ability.The stronger the mathematical self-monitoring ability,the stronger the mathematical generalization ability.(5)Eighth-grade students at different levels of mathematics have different degrees of influence of mathematics self-monitoring ability on mathematics generalization ability.The high-level group has the most influence,followed by the medium-level group,and the low-level group the least.Based on the above research results,the author puts forward some specific suggestions for improving students’ mathematical generalization ability and mathematical self-monitoring ability in mathematics teaching.