Investigation And Research On The Current Status Of High School Students' Sequence Unit Learning Based On Demographic Related Factor Analysi

As one of the important contents of high school mathematics,sequence unit knowledge contains rich mathematical ideas that are crucial for mathematics learning.Sequence plays an important role in mathematics learning in senior high school,and it is a topic worthy of in-depth study.In current educational research,the integration of pedagogy and psychology is becoming increasingly close.Based on the view that students are the main body of learning,when analyzing the factors that affect students’ learning,more attention has been paid to exploring the impact of Demographic related factors on mathematics learning from the perspective of students.Through literature review and research,this study investigates the impact of Demographic related factors on sequence unit learning for high school students,mainly addressing the following issues:(1)What is the current situation of sequence unit learning for high school students?(2)What are the effects of Demographic related factors such as metacognitive factors in mathematics learning,learning strategy factors,and extracurricular mathematics learning time on sequence unit learning for high school students?The research first uses the literature analysis method to collate and analyze the current research on sequence units to understand the current research situation.On the basis of consulting experts’ opinions,the "Series Unit Test Paper" was compiled using the testing method to investigate the current situation of the learning of series unit knowledge among senior three students.Secondly,a questionnaire survey method was used to investigate and analyze the mathematical metacognition and learning strategy levels of senior three students using the "Intelligent Evaluation System for Mathematical Learning Quality" independently developed by Wang Guangming’s team,to understand the current status of their mathematical metacognition and learning strategy levels.Finally,using the statistical description method,SPSS 26.0 was used to analyze the correlation between mathematical metacognition,learning strategy level,extracurricular math learning time,and sequence unit knowledge learning level,and explore the Demographic factors that affect high school students’ sequence unit learning.The research conclusion is:(1)From the perspective of the sequence unit as a whole,the average score of each dimension in the test paper has not reached the passing level,indicating that there are certain problems in the current high school students’ sequence unit learning.From the perspective of the unit dimension of sequence,53.30% of the students are at the multipoint structure level in the conceptual dimension of sequence;In the definition of equal difference sequence and its general term formula dimension,41.98% of students are at the level of association structure;In the first n items and dimensions of the equal difference sequence,4.57% of the students are at the level of correlation structure;In the definition of proportional sequence and its general term formula dimension,31.6% of students are at the multipoint structure level;In the first n items and dimensions of the proportional sequence,32.55% of students are at the level of association structure.From the perspective of the current situation of sequence learning among students at different levels,the better their daily math learning performance,the higher their level of sequence unit learning.(2)From the perspective of mathematical metacognitive factors,the level of mathematical metacognition has a significant impact on the learning of sequence unit knowledge among senior high school students,and the difference effect is a large effect.The three primary dimensions of mathematical metacognition(metacognitive knowledge,metacognitive experience,and metacognitive monitoring)have a significant impact on sequence unit learning,and the difference effects are all large effects.Among the secondary indicators of mathematical metacognition,the emotional experience dimension has no significant impact on sequence unit learning,while the other nine secondary indicators(individual knowledge,task based knowledge,strategic knowledge,cognitive experience,orientation and planning,organization and management,monitoring and regulation,feedback and testing,reflection and evaluation)have a significant impact on sequence unit learning,and the difference effect is a significant effect.From the perspective of mathematical learning strategy factors,the level of mathematical learning strategy has a significant impact on the learning of sequence unit knowledge among senior high school students,and the difference effect is a large effect.The three primary dimensions of mathematics learning strategies(cognitive strategies,metacognitive strategies,and resource management strategies)and 11 secondary dimensions(repetition strategies,finishing strategies,organizational strategies,feedback strategies,planning strategies,monitoring strategies,reflection and adjustment strategies,time management strategies,environmental management strategies,mood management strategies,and external help seeking strategies)have significant effects on the learning of mathematical unit knowledge among senior high school students,The difference effects are all large effects.From the perspective of extracurricular mathematics learning time factors,extracurricular mathematics learning time has no significant impact on senior high school students’ learning of sequence unit knowledge.Based on the research conclusions,suggestions are proposed:(1)Create a sequence problem situation to guide students to explore the essence of the sequence;Strengthen the connection between new and old knowledge,and build a cognitive framework for sequence units.(2)Guide students to learn metacognitive knowledge and enhance "self awareness";Creating sequence problem situations to stimulate students’ interest and enrich their cognitive experience;Self reflection on serial learning activities,strengthening metacognitive monitoring;Promote the connection between new and old knowledge and promote the development of cognitive strategies;Reasonably utilize and allocate various resources to achieve efficient mathematical learning;Reduce students’ extracurricular learning pressure appropriately and cultivate their interest in learning sequence units.