Research On Junior High School Students’ Mathematical Situational Problem-solving Ability Based On PISA

The Mathematics Curriculum Standard of Compulsory Education(2022)points out that the mathematics key competencies of students in the compulsory education stage mainly includes three aspects: the ability to observe the real world with mathematical vision,the ability to think about the real world with mathematical thinking,and the ability to express the real world with mathematical language(referred to as "the three skills")."The three skills" all contain the same key word-"real world",which shows that the concept of the new curriculum standard is more inclined to the interaction and connection between students and the real world.Mathematical situational problem is an important carrier for students to have close contact with the real world in the field of mathematics discipline.Therefore,the study of junior high school students’ mathematical situational problem-solving ability has become an important subject to implement the new curriculum concept and promote the development of students’ mathematics key competencies.This thesis,relying on PISA 2022 Mathematics Framework(Draft),adopts the methods of literature analysis,testing,questionnaire survey,interview to study the current situation and influencing factors of junior high school students’ mathematical situational problem-solving ability,typical errors made by junior high school students in the process of solving mathematical situational problems,and teachers’ understanding of mathematical situational problem-solving ability,and on this basis,summarizes the constraints of junior high school students’ mathematical situational problem-solving ability,and then puts forward highly targeted improvement strategies.This study obtained the current situation of junior high school students’ mathematical situational problem-solving ability and its relationship with various factors through testing and questionnaire survey of students and interviews with front-line teachers.At present,junior high school students’ mathematical situational problem-solving ability is at the level of just passing,and the level of interpretation and evaluation of mathematical results is relatively low;There is a significant correlation between junior high school students’ mathematical situational problem-solving ability and students’ interest in mathematics,willingness to participate in mathematics,understanding of mathematical situational problem,problem-solving strategies and self-monitoring.Math teachers have a good understanding of students’ mathematical situational problem-solving ability,but their understanding is not deep enough.Then,based on the above conclusions,this study summarizes the restrictive factors to improve the ability of solving mathematical situational problems,which are divided into three levels: students,teachers and the process of solving mathematical situational problem;In view of these constraints,this thesis puts forward strategies for cultivating junior high school students’ ability to solve mathematical situational problems.The student level includes fully feeling the value of mathematics,enriching positive emotional experience,actively integrating into real situations,acquiring mathematical problem-solving strategies and increasing the ability to adjust and reflect.The teacher level includes increasing the strength of teaching and research,increasing the proportion of situational teaching,clarifying the complete problem-solving process,and optimizing the evaluation of mathematical learning,The process level of mathematical situational problem solving includes daring and being good at abstract and expression,improving the ability of calculation and reasoning,maintaining sensitivity to reality,and demonstrating the project-based learning case design that can effectively improve students’ ability to solve mathematical situational problems.This study can provide some reference for promoting the research and practice of junior high school students’ mathematical situational problem-solving ability.