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Tests and Correlation Analysis on High-Level Mathematics Cognition Levels of Senior High School Students

Author: CuiWenZuo
Tutor: XiongBin
School: East China Normal University
Course: Curriculum and Pedagogy
Keywords: high-level mathematical cognition senior high school
CLC: G633.6
Type: Master's thesis
Year: 2012
Downloads: 178
Quote: 0
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In1990and2007, Qingpu experimental group did a large sample study of eighth-grade students’ math cognitive level. The results showed that in17years the students in Qingpu have make progress in level of calculating, concepts and understanding. But there is not changed much in the analysis of cognitive level. I hope that through this study to understand the level of high school students high-level mathematical cognition.First through the literature to establish the need to detect the three aspects:(1) question the ability;(2) Opening Maths answers;(3) reasoning ability to judge, three parts of the high-level mathematical ability and detection; followed by reading a lot of literature and previous research in this area to determine the research methods and evaluation methods; developed a questionnaire based on the contents of the required detection through prediction and in-service teacher exchanges to finalize a formal survey; last tested in the four classes of the city a focus of high school sophomore year, and combined with the students the two most recent large-scale test results to students in accordance with1:4:1divided into good, poor correlation analysis, the following conclusions:1. The aspects of the problem of valid questionnaires,30.1%of the issue is invalid (including blank, expressed clear meaning of the questions wrong, problems and situations referred to has nothing to do with a student referred to similar types of problems that can not be classified), creative or reveal the nature of mathematical problems only accounted for17.85%of all valid questions in the given context, the mathematical problem is belong to elementary school junior high school beginner issues (such as seeking a simple graphical side length and area, etc.) accounted for32.31%of all problems;2. In the aspect of ability of open question mathematic, the performance of students is divided into the PU and U, UM and M, the MR and R and RE and E of the four grade level, including four grade levels were accounted for35.63%,30.00%,21.88% and10.00%, showing that most of the focus on the first and second grade level;3. In reasoning judgment, the first judge the title of the two questions, respectively,91.0%and97.6%of students can make a proper judgment, but only63.3%of the students in the third question can make the right judgments. Students more inclined to believe that the subject is wrong, not sure prove to be correct; In the nature of the promotion and migration of test questions, scoring rate of47.43%;39.35%of the scoring rate in the observed induction ability of the test questions;4. There is no difference in the question, open question to answer, reasoning ability to judge between boys and girls;5. There is difference in achievement between the students get high scores in ability to the question and the overall students;6. There is difference in achievement between the students get low scores in open mathematic questions and the overall students;7. There is difference in achievement between the students get high scores in reasoning ability to judge and overall students. There is difference in achievement between the students get low scores in reasoning ability to judge and overall students.8. There is difference in questioning between the good score students and bad score students;9. There is difference in open answer question between the middle score students and bad score students;10. There are differences in reasoning ability to judge on different achievements of students;

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