An Experimental Study On Problem Solving With Two Different Representational Forms For Junior High School Students

Mathematical situational problems are closely related to core literacy.Therefore,under the background of core literacy,mathematics education pays more and more attention to students' ability to solve mathematical situational problems.Existing studies have shown that Chinese students still have room for improvement in solving situational problems.The study compares the problem-solving effects of two different representation forms of mathematics situation problems and corresponding pure mathematics problems among junior students,trying to find the difference between students' solving situational problems and pure mathematics problems,and help frontline teachers and students at the core Provide reference for teaching and learning to solve mathematical situational problems under literacy.The research questions are as follows:(1)On the premise of the same nature of mathematics,is there any difference between students' answer to mathematical situational problems and pure mathematical problems? If there is a difference,what is the reason for the difference?(2)Specifically,are students of different academic levels the same in answering these two different forms of questions? If not,what is the manifestation of the difference?(3)Will the academic level and the contextuality of the question have a cross-influence on the effectiveness of the question answering?Use the literature research method to understand the research status of domestic and foreign mathematical situation problem solving.Through experimental design,the influence of irrelevant variables on the research is minimized,and the influence of "mathematics question is contextualized" and academic level on the effect of the third-grade students' question answering is studied experimentally.With reference to mathematics situation problems at home and abroad,two sets of test papers were compiled to collect data required for the experiment.On this basis,the quantitative and qualitative analysis of the test paper is carried out to obtain the research results.This study draws the following conclusions:(1)Representation form and academic level have an interactive effect on the question answering effect of junior students.There are significant differences in the effect of question answering under situational representation and non-situational representation for subjects of different academic levels.(2)There is a significant difference between the answering effect of the third-grade students to the mathematical situational problem and the pure mathematical problem.The answering effect of the pure mathematical problem is significantly better than that of the mathematical situational problem.The main reasons are: situational problems require a long time to answer;the inherent fear of situational problems;the solution of situational problems requires necessary knowledge and skills;teaching that does not pay attention to situational problem solving.(3)Specifically,excellent,intermediate and poor students have significantly better answers to pure mathematical problems than mathematical situational problems.Some eugenics can search for better ways to solve the problem in non-situational problems,while cumbersome methods will be directly used in situational problems due to the influence of situational expression;for comprehensive situational problems,eugenics will be unable to form correct problem representations.Can't solve the situational problem.The intermediate students still have the problem of not being able to integrate contextual information correctly.Poor students are unable to answer correctly whether it is a non-situational problem or a situational problem due to lack of knowledge and incomplete skills.(4)There is a significant correlation between academic level and the answering effect of situational representation problems.However,the answering effect of some subjects' situational problems is better than their academic level,which may be related to their own interest in mathematical situational problems.(5)There is no significant difference in the answering effect of students of different genders in mathematics situation in the third grade.Based on the research conclusions,the following teaching suggestions are put forward to improve the students' ability to solve mathematical situation problems in junior three:solid basic knowledge and basic skills,pay attention to the relationship between mathematical concepts and situations;emphasize situation problem solving teaching,and strengthen students' ability to represent situation problems;mathematical situation problems Incorporate daily homework to enhance students' interest in mathematics.