The Analysis Of Senior High School Students' Understanding Hindrance Of Mathematical Information Problems

This text is written because of the fact that a new round of the mathematical course reformation is paying attention to the students'capability training, and in recent years the problems in the College Entrance Examination is transforming from knowledge-tested type to capability-tested type, therefore in recent years there are many mathematical information problems appear in College Entrance Examination in every provinces. Recently many researchers pay much attention to content , characteristic and value analysis of mathematical information problems ,but there is very little authentic proof study and the problems solving survey of students.Firstly this text analyzed and made define to"mathematical information problems"and"understanding hindrance". And it pointed out the characteristics and strong points of mathematical information problems. It also gave a category of the information problems.Secondly in order to make qualified research the researcher designed a questionnaire (a test including 11 mathematical information problems) and some interviews, both of which are purpose oriented. The researcher discovered that the senior high school students had obvious understanding hindrance both in cognitive factor and non-cognitive factor when they were solving mathematical information problems. The cognitive factor is mainly: reading comprehension hindrance, operation skill hindrance, language transfer hindrance and cognitive construction hindrance. The non-cognitive factor is mainly emotional hindrance.Finally the researcher gave some teaching suggestion with pertinence to the senior high school mathematical teachers, linking my teaching experience. The researcher mostly suggested that the mathematical teachers should enhance students'personal constructing of knowledge and advance students'capability in mathematical cognitive factor, by training students'mathematics reading ability. They also should improve students'self-confidence when they are facing the mathematical information problems, by adjusting the non-cognitive factor such as emotion, then students will solve mathematical information problems more efficiently.