Research On The Correlation Between Junior High School Students’ Flow Experience And Their Interest In Mathematics Learning

To encourage students’ interest in mathematics learning,it is crucial to investigate the relationship between the flow experience and learning interest of junior high school pupils.It is useful to provide instructional ways to encourage junior high school students’ enthusiasm in mathematics learning based on the research on the association between the two.The following findings are drawn from this study’s use of both quantitative and qualitative research methodologies,including literature analysis,questionnaire surveys,statistical analysis,and interviews:(1)The experience of junior high school pupils in experiencing mental flow while learning mathematics and their desire in learning mathematics are significantly correlated.In other words,there is no single influence between computing,reasoning,and abstract abilities’ experiences of mental flow and the pertinent components of their learning interests.For instance,computer capacity influences the learning motivation of reasoning ability.the impact of abstract and logical thinking skills on the flow state.The regression analysis model that predicts students’ interest in learning mathematics based on their experiences with mathematical flow elaborates further on the linear relationship between the two.(2)The mathematics learning flow experiences of junior high school students can predict their learning interests.The factors that affect the flow experience of junior high school students in mathematics learning include grade,whether the only child,whether the single parent family,the place of origin,the educational level of parents,the personal charm of mathematics teachers,and the teaching effect of teachers.All factors have different degrees of influence on the flow experience of students in mathematics learning.According to the seven factors,a linear regression model was established to predict the flow experience.(3)To increase students’ mathematical learning flow and subsequently their interest in learning mathematics,some instructional techniques have been proposed.The development of flow experience can be split into several distinct stages using the differential equation model of flow experience changing with time,and educational recommendations are made for each stage:Teachers should support students’ learning passion throughout this stage of rapid growth and quickly enhance their learning flow;Teachers should adapt their teaching strategies,enrich them,and work with students to improve the flow of the learning process during the sluggish development stage;By imparting some enlarged knowledge outside of the textbook,teachers can assist students in the steady stage in breaking through their own barriers and further enhancing their own experience of flow.The following instructional recommendations are made in accordance with the findings of the interview and the study of the influencing factors:enhance the development of students’ abstract and logical thinking skills;Pay attention to how junior high school and junior high school relate to one another and create connecting courses;Pay attention to the circumstances of pupils’ families and instruct them in line with their aptitude;Pay attention to classroom teaching effect and cultivate teaching charm.