A Study On The Influence Of The Presentation Of Questions On Pupils’ Solving Mathematical Application

An accurate understanding of application problems is a key step in solving mathematical problems.Applied questions are the focus and difficulty of primary school mathematics learning.The presentation methods of applied questions in domestic mathematics textbooks are divided into three different forms: plain text,situational diagrams,and comic strips.The different presentation methods produce the understanding and attention of learners.Different influences.Studies have found that primary school students have difficulty in understanding the meaning of the problem when solving applied problems.The way of presentation affects the learning behavior of question meaning understanding in terms of performance and attention,resulting in differences in learning effects.In recent years,brain science has been applied to the field of education.It is a new development trend to use brain-computer interface technology to understand the changes in the brain’s attention and other factors in learning,and then to select the appropriate education.First of all,through combing through a large amount of domestic and foreign literature and in-depth research on primary school teaching,this research found that the learning effect of students is affected by the way the questions are presented,and puts forward a research on the impact of the way of question presentation on the grades and attention of primary school students in answering mathematical application questions.Discuss with front-line teachers to select experimental topics,and design three topic presentation methods: plain text,situational diagrams,and comic strips based on the principles of science,relevance,interest,and subjectivity.Secondly,using the quasi-experimental research method,the Mindwave Mobile brainwave device was used to conduct an experimental study on the difference in question scores and attention of 90 third grade students in elementary school,collect the students ’cognitive style scale,and analyze the primary school students’ presentation methods,Cognitive style,knowledge level,gender,problem-solving performance and problem-solving attention difference.Finally,the use of case studies and interviews to conduct in-depth analysis and discussion of students’ problem-solving process in different presentation methods.The research draws the following conclusions:(1)The presentation method and knowledge level have an interactive effect on students’ problem-solving performance.Students with low knowledge level have higher scores than plain text and situational maps in the problems presented in comic strips.(2)There are significant differences in the problem-solving scores between different topic presentation methods(plain text,situational diagrams,comics),and the highest score is when the presentation method is comics.There are significant differences in the problem-solving performance and attention of students with different knowledge levels(low and intermediate levels).The problem-solving performance and attention of students with intermediate knowledge levels are higher than those of students with low knowledge levels.(3)Different cognitive styles(field independence,field dependence)have no significant differences in students’ problem-solving performance and attention.Different genders(male and female)have no significant differences in students’ problem-solving performance and attention.This research recognizes that the use of comic strips for students with low math scores and comic strips or situational diagrams for students with intermediate math scores will help teachers allocate application problems of different materials to train different students.