Research On The Training Of Mathematical Problem Solving Ability Of Primary School Students In Mountainous Minority Areas

"Problem solving is the core problem of mathematics, to apply mathematics knowledge and skills, a variety of strategies to solve the problems in real life and learning is one of the important goals of mathematics education. Primary school mathematics teaching in the past will be applied problems for carrier of cultivating students’ problem solving ability, or even the only way." Therefore, the ability to solve problems is the main form of mathematical problem solving ability. At present, the academic research on improving problem solving ability has reached a consensus: there are two kinds of methods to enhance students’ mathematical ability to solve problems: the first is the metacognitive training; second is the problem solving strategies in counseling. However, despite a lot of achievements of predecessors to improve the ability of problem solving in mathematics, but about the mountainous minority areas isinfrequent, specific to the mathematics problem solving ability of almost no, this obviously and the mountain primary school mathematics in ethnic minority regions fall after education produced a huge contrast. In view of this, the author selects the old factory Central Primary School Students as the subjects, the level of metacognition is based on the current situation, ask the expert and problem-solving strategies and effective teaching plans, prepared on the basis of metacognition and strategy guidance scheme and training research, thus the conclusion of the study and countermeasures according to the actual local education authorities, school family, teachers and students put forward to enhance the students’ mathematical problem solving ability, in order to provide education in China especially in mountainous areas of minority mathematics education contribute to.The full text can be divided into three parts: the first part is the introduction. Including research background, literature review and research summary; the second part is empirical research. The empirical research can be divided into two parts: a study. A study on elementary analysis and the actuality of metacognition level and mathematical problem solving ability; study two is training research of metacognition and problem-solving strategies to enhance the students ability to solve mathematics tutoring based on a study; the results provide theoretical and practical basis for the research of two; the third part is the research summary, theory Countermeasures and reflection. This part summarizes the conclusion and Reflection on the article, also the conclusion will be combined with the local reality to the interests of relevant organizations or groups and puts forward countermeasures of improving students’ mathematical problem solving ability.The results show that: first, the old primary school students in the middle school factory group "polarization" phenomenon is obvious, and the overall cognitive level is low; two, different gender variables in mathematical metacognitive knowledge and metacognitive monitoring dimensions are significantly difference from the mean comparison, the total body of male subjects performed better than metacognitive female; three is whether or not the only child, the difference was not significant in metacognition; four subjects with age increasing, the cognitive performance will be better; five is the level of metacognition and mathematical problem solving ability of metacognitive monitoring and meta cognitive dimension was positively correlated with the significant predictor of mathematical problem solving ability; six is a training program of metacognition and problem-solving strategies counseling can improve math ability and solve the problems of individual training with growth time based on the number of learning The better performance of problem solving ability.