The Study Of The Relationship Between The Self-monitoring Ability, The Abstract Ability Of Mathematics And The Academic Performance Of Mathematics In The First Year Of High School

The problem of improving students’ mathematics academic performance efficiently is a hot topic for mathematics education researchers.However,The concepts,axioms,theorems and rules of mathematics are abstracted and generalized.Obviously,students will experience the process of mathematics abstraction in the process of learning mathematics.In order to make mathematics abstraction more smoothly,students need to adjust and manage in time through self-monitoring,evaluation,etc.It can be seen that both self-monitoring ability and mathematical abstraction ability affect students’ mathematics learning process,thus affecting students’ mathematics academic performance.After searching the past research,it is found that most of the research focuses on the comparison of the relationship between self-monitoring ability and mathematics academic performance and the investigation and analysis of the situation of mathematical abstraction ability,while the relationship between mathematical abstraction ability and mathematics academic performance.The comprehensive effect of self-monitoring ability and mathematics abstract ability on mathematics academic performance is not clear.Based on the analysis of relevant literature,this study takes some students of a key senior high school in Suzhou as subjects and adopts questionnaire survey and statistical analysis to explore the self-monitoring ability,mathematical abstract ability,the development status of mathematical academic performance and its influence on the relationship of senior high school students.The following conclusions are obtained:(1)In the three dimensions of management,inspection and evaluation,boys are higher than girls.But in the dimensions of planning and adjustment,boys are slightly lower than girls.Generally speaking,there is no significant gender difference in the overall and all dimensions.(2)Most of the students in grade one of senior high school are at a low level of mathematical abstraction.There is no significant difference in gender between them,but the average score of boys and girls is higher than that of girls.(3)The self-monitoring ability and mathematics abstraction ability of senior one students are positively correlated with their mathematics achievement.Both of them can effectively predict their mathematics achievement and the influence of mathematics abstraction ability is more significant(4)The interaction between self-monitoring ability and mathematical abstraction ability of senior one students has a significant impact on their mathematics academic performance.(5)Students’ ability of self-monitoring can be improved by actively experiencing the real process of mathematical activities,actively learning mathematics in depth and forming a sense of reflection.Their ability of mathematical abstraction can be promoted by acquiring concepts and propositions,mathematical modeling activities,mathematical methods and ideas,and knowledge structure system.(6)Improving students’ ability of self-monitoring and mathematics abstraction is helpful to improve their mathematics academic performance.