Investigation And Research On Junior Middle School Students' Interest In Learning Mathematics And Its Influence On Learning Strategies

As the saying goes, "interest is the best teacher", the famous scholar GU Mingyuan also said: "No interest no learning". Are these views extreme? When the physical and mental condition rapid development during puberty, how does junior middle school students' interest in learning influence learning strategies? How do students who have different degree of interest learn mathematics?To this end, we developed a mathematical learning interest questionnaire and mathematical learning strategy questionnaire, and one junior middle school of Wenzhou students participate in the investigation,550 questionnaires were distributed, 465 were recovered, recovery rate was 84.55%,of which 422 valid questionnaires are the efficiency is 90.75%.Findings:(1) Students in grade seven, grade eight, and grade nine (a total of 422 students), who are not interested in mathematics accounted for 52.1%.The number of students who are not interested in math learning is increasing, with the grade eight increasing by 2% compared to grade seven and 15.9% in grade nine compared to grade seven.(2) Students who are not interested in mathematics are significantly having a lower scores in all learning strategies than those who are interested in mathematics. There is a significant correlation between interest in learning mathematics and mathematics learning strategies: the higher the interest in learning mathematics, the better the strategies for learning mathematics.(3) Among the students who are not interested in mathematics, some have high scores in mathematics learning strategies, and individual students have even reached full marks. This shows that interest in learning math is not the only factor in learning strategies. The study of the correlation between strategies for learning mathematics and motivation attribution about learning shows that the individual factors, school factors,subject factors and family factors in learning motivation attribution have a significant effect on learning strategies, and the influence of social factors on learning strategies is not obvious.Recommendation: Educators can not only focus on those students interested in mathematics and the cultivation of interest, but should look at students who are receptive to mathematics "not to be interested" (even not interested). They should promote the teachers, students and parents of strategies for learning and its impact factors, and teach students use learning strategies, so that students can deal with their own "willing to learn" Disciplines, but also learn to correctly handle those "not to mention interest" (or even "disgust") disciplines, know how to take it into account.