The Current Situation Of Primary School Pupils Math Learning Strategies And Their Influence Factors

Mathematics is a basic subject which really needs methods. Effective use of mathlearning strategies is an important way to improve the quality and efficiency of learning.Mean while,strategy consciousness and emotion are both important factors to affect thelevel of strategy development.To update the assessment tool of mathematics strategy whichadapt to the characteristics of strategy development of the students; to make up for the lackof study on the influence factors on mathematics strategies in primary school, preparingmore suitable tool for measuring the influence factors of pupils’ mathematical strategy.After the preliminary text and the formal text which include eleven primary schools of755students tested and788pupils formal tested in Suzhou, Wuxi, there formed a questionnaireof pupils’ math learning strategy (Including four questionnaires:"metacognitive strategyquestionnaire","basic cognitive strategy questionnaire","cognitive strategy questionnaire","seeking support strategy questionnaire") and a diagnostic questionnaire of pupils’ strategyconsciousness and emotion (Including two questionnaires:"pupils’ math learning strategyconsciousness questionnaire"," pupils’ math learning strategy emotion questionnaire")with high reliability and validity. Using the formal questionnaire data to analysis of thecurrent situation, grasp the elementary mathematics learning strategy use mathematicslearning consciousness and emotional level of strategy analysis, strategy consciousness andStrategies of affective learning strategies influence mastery of elementary mathematics.Conclusions of the study are as follows:（1）The mastery level of the math learning strategies are not ideal,the average ofstrategy overall is3.45points，the metacognitive strategies (3.65points) was significantlyhigher than the cognitive strategies(3.57points) and seeking support strategy (2.77points).（2）There were significant differences in gender and school level, girls’strategy levelwas significantly higher than boys’; Good Schools’strategy level was significantly higherthan the general schools’.The interaction of grade and school was obvious, the good oneshave an early development of a high starting point which showed an inverted V-shaped, while the general lags behind with lower starting point which showed an V-shaped,Flatwith good schools till Sixth grade.（3）In Seeking support strategies, help strategy (3.11points) was significantly higherthan the self-help strategies(2.33points).Good schools’help strategy and self-help strategieswere significantly higher than the general school,the self-help strategies of the two typeswere both between“I mostly do not”and“I sometimes”,this situation is worrying.（4）The average of pupils’strategy consciousness and emotion were3.61points,3.93points, both between the "sometimes" and "most of this", this middle level needs to beimproved.（5）Gender was an important factor to affect the strategy consciousness and strategyemotion. Girls have a higher level of strategy consciousness and emotion. The interactionof grade and school was another important factor affecting consciousness and emotion, thedevelopment trends are very similar to level of the math learning strategies.（6）There were significant correlation between strategy consciousness and the levelof strategy, the same as strategy emotion. Strategy consciousness and strategy emotionhave significant linear relationship with the overall strategy and strategies, theirexplanation rate was77%, as to each strategy, their explanation rate ranged from33%to74%. Overall,strategy consciousness have a greater predictive power than strategyemotion.