An Investigation On The Current Situation Of Mathematical Problem Solving Ability Of Senior Primary School Students

Mathematics originates from the abstraction of the real world and is represented mathematically through quantitative relations,space and geometric forms.Mathematics is the foundation of natural science and the basic means to understand the world and solve problems in the real world.Because of its disciplinary status,the2022 edition of mathematics curriculum standard for compulsory education puts forward that mathematics teaching needs to carry out the training of four basics and four abilities.Therefore,mathematics teaching not only focuses on the teaching of mathematical knowledge,ideas and methods,but also on the cultivation of problemsolving ability by using mathematics.In order to understand the current situation of mathematics problem-solving ability of senior primary school students and optimize the training strategies,this paper carries out the research on the current situation of mathematics problem-solving ability of senior primary school students.The research question of this paper is the current situation and problems of mathematics problem-solving ability of senior primary school students? Among researchers,first analyze the overall level of students’ mathematical problem-solving ability,and then analyze the current situation and existing problems of each dimension.In the research,the test method is mainly used to investigate the senior students of a primary school in a city.The design of the test paper mainly focuses on the six dimensions of mathematical problem-solving ability,which are problem finding ability,problem structure mining ability,symbolic representation of mathematical problems ability,metacognitive regulation ability to find problemsolving strategies,computing ability,verification and reflection ability.After the test,draw and analyze the data to obtain the survey results.The results show that there are the following problems in the mathematical problem-solving ability of senior primary school students at present: the overall level of primary school students’ mathematical problem-solving ability is not high,and the existing problems in all dimensions of mathematical problem-solving ability,such as the ability to find problems to be solved decreases with the depth of thinking;Lack of ability to find the connection of problem space;The ability of symbolic representation of mathematical problems is unbalanced;Metacognition is not strong in regulating problem-solving strategies;The calculation process is reasonable but the accuracy is still insufficient;The ability of verification and reflection is seriously insufficient.There are differences among students in mathematical problem-solving ability,including the overall level of mathematical problem-solving ability,the ability to find problems,the ability to find the relationship between problem spaces,the ability to symbolize mathematical problems,the ability to calculate,and the ability to verify and reflect.There are differences among students with different grades.Generally,it is found that the ability level of excellent students is higher than that of middle school students,and middle school students are better than backward students.There are differences in students’ sources of metacognitive regulation and problem-solving ability,because different teachers use different teaching strategies,which affects students’ way of thinking.Therefore,this paper puts forward the following strategies to cultivate pupils’ mathematical problem-solving ability: cultivate students’ thinking quality of finding problems;Using structuralism to cultivate students’ ability to excavate problem structure;Cultivate the ability of symbolic mathematical problem analysis and representation;Strengthen the ability of metacognition in the construction of problemsolving strategies;Cultivate students’ simplicity and accuracy of calculation;Improve students’ high-level mathematical problem solving.