A Study On The Correlation Between Mathematical Inverse Quotient And Mathematical Problem-solving Ability Of First-year High School Students

In recent years,"mathematics adversity quotient" has become a focus in the field of mathematics education.The so-called "mathematics adversity quotient" refers to students' wit and ability to deal with mathematics learning difficulties,Previous studies have revealed the correlation between mathematics adversity quotient and mathematics academic achievement.Then,as one of the representations of mathematics academic achievement,what is the correlation between mathematical adversity quotient and mathematical problem-solving ability.In this paper,we start to study.In this study,the self-made mathematical adversity quotient questionnaire and mathematical problem solving ability test paper were used to investigate the senior one students of a Jiangsu four star high school.The results show that:(1)senior one students' mathematics adversity quotient is generally ideal,that is,they can effectively overcome mathematics learning difficulties;there are significant gender differences and performance differences,boys are higher than girls,middle group is higher than low group;(2)in the four dimensions of mathematics adversity quotient,mathematics control is better,mathematics extension is worse;(3)the overall performance of mathematics problem-solving ability is good,there are significant gender differences between boys and girls;(4)there is a significant positive correlation between mathematical adversity quotient and mathematical problem solving ability,and the correlation coefficient is 0.529;(5)among the four dimensions of mathematical adversity quotient,mathematical attribution,mathematical influence and mathematical extension play a major role in mathematical problem solving ability,The regression equation is: mathematical problem solving ability =2.663 + 0.399 * mathematical attribution + 0.314 * mathematical influence + 0.319*mathematical extension.According to the research findings,this paper puts forward some teaching suggestions:(1)to promote students' self-efficacy and self-confidence;(2)to improve students' attribution ability and find the source of difficulties;(3)to improve students' Learning Planning and self judgment ability and reasonably evaluate the impact of difficulties;(4)to pay attention to students' mathematical expression and infiltrate mathematical language teaching in the classroom.