Analysis On The Obstacles And Causes In Solving Mathematical Diagrammatic Information Problems Of The Ninth Grade Students

As an important type of question to examine students’ ability to recognize and use diagrams in Mathematics High School Entrance Examination,mathematical graphical information questions play an important role in developing students’problem-solving skills and core literacy in mathematics.However,in practice.students have great difficulties in solving these problems and lose marks seriously.Therefore,this study analyses the obstacles and causes of graphical information problems in Mathematics for Grade 9 students in order to understand the difficulties of students and provide reference for teachers’ teaching.This study adopts a mixture of quantitative and qualitative research methods.including literature research method,survey research method and oral report analysis method.Firstly,the author studied the relevant literature,and sorted out the current status and development of research on diagrammatic information questions and problem-solving obstacles in mathematics.Then the author researched the diagrammatic information questions in the secondary school examinations in Jiangsu Province in the past three years.On the basis,the framework of obstacle analysis was constructed,test papers and questionnaires were prepared.The test papers and questionnaires were conducted with Grade 9 students in Suzhou N Middle School as the subjects of the study.And the data collected were analysed with the help of the obstacle analysis framework,and representative students were selected for oral reports to summarize the obstacles to problem solving and their causes.Then,based on the results of the test papers and questionnaire feedback,the first-line teachers were interviewed to supplement and refine the problem-solving obstacles and their causes,and finally the conclusions of the study were obtained by combing and summarizing.The study concludes the mathematics diagrammatic information questions can be broadly classified into four categories:namely and contextual diagrammatic information questions,function graphical information questions,geometric graphical information questions and statistical graphical information questions.There are five main types of problem-solving obstacles include problem reviewing obstacles,thinking obstacles,knowledge obstacles,calculation obstacles and psychological obstacles.The main reasons for problem reviewing obstacles are poor problem solving habits,poor problem solving skills,lack of confidence in problem solving,lack of reading skills and life experience;the main reasons for thinking obstacles are single form of thinking,interference in thinking stereotypes,solidified thinking patterns,inappropriate problem solving strategies and weak metacognitive monitoring;the main reasons for knowledge obstacles are poor knowledge base,poor knowledge structure and negative transfer of knowledge;the main reasons for calculation obstacles are poor knowledge base,poor knowledge structure and negative transfer of knowledge.The main reasons for the emergence of arithmetic obstacles are poor arithmetic ability,irregular writing on the paper,and poor problem-solving habits;the main reasons for the emergence of psychological obstacles are impatience and boredom,lack of patience,fear of difficulty and weak will,and negative attitude of laziness and dependence.