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Mathematical Problem Solving Ability of Junior High School Research

Author: BaiYun
Tutor: JingMin
School: Shenyang Normal
Course: Curriculum and Pedagogy
Keywords: Junior high school mathematics Problem-solving Problem-solving process
CLC: G633.6
Type: Master's thesis
Year: 2011
Downloads: 181
Quote: 1
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Abstract


The mathematical origin living mathematics to solve real life problems. From the 80s of the last century, the issue is resolved to become a hot topic of concern of the education sector. In July 2001, issued by the Ministry of Education, the national compulsory education mathematics curriculum standards (trial version), this part of the problem-solving in the curriculum standards for the third segment (grades 7-9) is such a request: \... can use text, such as letters or icons to clearly express the problem-solving process, and explain the results rationality ... \Therefore, the level of development of the ability to conduct a survey of junior high school students problem solve is very necessary. The purpose of this study is to examine the junior high school problem solving ability level of development. References Research on curriculum standards and related issues to solve, a detailed analysis of the problem-solving process, and the problem-solving process involves reading comprehension skills, build mathematical models, problem-solving skills, evaluation and reflection four capacity factor. By analysis \156 students were taken in urban and rural areas, and the test of the questionnaire. Analyzed using SPSS software and statistical theory and concluded the test results after finishing. This study used a literature method to collect data, the survey test volume testing, qualitative analysis and quantitative analysis method to analyze the results. Through quantitative and qualitative analysis of the conclusions of the study the following conclusions: first, the the mathematical knowledge content of the test volume related to the number and algebra, space geometry, probability, statistics four aspects, problem of fairness background. The student's problem-solving ability to average 61 points, about 50% of the students passing. Second, the four capacity factor in the problem-solving process sequential construct a mathematical model of the ability to construct a mathematical model of ability to influence the problem-solving skills, problem-solving and the ability to express the impact assessment and the ability to reflect that reading comprehension, evaluation and the ability to reflect and affect problem-solving ability. Third, reading comprehension, build mathematical models, and in turn reduce the level of problem-solving skills, evaluation, and the ability to reflect four capacity factor. Fourth, the problem-solving ability of urban students and rural students there is a significant difference, and that urban students' problem-solving ability of problem-solving ability than rural students. Fifth, problem-solving ability of boys and girls, there is no significant difference.

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CLC: > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > Mathematics
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