An Empirical Study On Group Cooperative Learning To Improve Students’ Mathematical Problem Solving Ability

Developing students’ mathematical problem solving skills is an inevitable requirement for students’ sustainable development and is the goal of the mathematics curriculum.Problem solving has been the main focus of mathematics education reform.However,how to organize students’ effective participation in mathematics learning in order to develop their mathematical problem-solving skills is still a problem to be solved.In this study,we investigate the current situation of mathematical problem solving ability of senior students,and try to construct a group cooperative learning model to develop the mathematical problem solving ability of senior students in light of the existing problems and the actual teaching situation.This study first investigated the current status of research on mathematical problem solving ability and the current status of research on cooperative group learning by using the literature research method.Secondly,a mathematical problem solving ability performance questionnaire and a mathematical problem solving ability test paper were prepared,according to which the survey research was conducted:(1)the questionnaire method was used to investigate the current situation of mathematical problem solving ability performance of 408 senior students from four schools in Guangxi;(2)then 104 students from the four schools were selected for the test,and the data were analyzed by SPSS and EXCEL software to analyze the senior students’ The current situation of mathematical problem solving ability.The literature study and the survey study were synthesized to propose cooperative group learning strategies.Finally,experiments on teaching group cooperative learning were conducted on experimental classes to explore the effects of group cooperative learning strategies on students’ mathematical problem solving ability improvement.The following conclusions were obtained from this study.(1)A research framework for mathematical problem solving ability was established.(1)The performance of mathematical problem solving ability can be examined in three aspects:attitude towards problems,way of dealing with problems,and quality of problem solving;(2)Mathematical problem solving ability is divided into four dimensions: ability to understand problems,ability to conceive solutions,ability to apply solutions to deal with and solve problems,and ability to reflect and summarize the process and methods of solving problems;(3)The problem-solving ability test paper was scored in four stages: understanding the problem,conceptualizing the solution,applying the solution,and reflecting and summarizing.(2)To obtain information about the development of mathematical problem solving ability of senior students.(1)The results of the questionnaire survey showed that the attitude of senior students in Guangxi District in facing problems was not positive enough;the way of dealing with problems was relatively single and the sense of cooperation was weak;the effect of solving problems was not good.(2)The results of the test paper survey show that students have better ability to understand problems and fair ability to conceive solutions in the process of problem solving,but poor ability to apply solutions to solve problems and to verify and reflect.(3)Construct group cooperative learning strategies: recognize cooperation,improve skills;scientific grouping,reasonable division of labor;select problems,create situations;independent thinking,independent inquiry;cooperative inquiry,teacher guidance;group summary,reward;verify results,reflective evaluation.(4)The experimental results of cooperative group learning show that cooperative group learning helps students develop their problem-solving skills.The experimental class was significantly better than the control class in the problem understanding stage and the conceptualization stage,and the difference between the two classes was not significant in the application stage,and the distance between the two classes was more obvious in the verification and reflection stage.There were significant differences between the experimental and control classes in their post-test scores,indicating that the cooperative group learning model helped develop students’ mathematical problem-solving skills.