An Empirical Study On The Development Of Mathematical Thinking Ability For Senior First-year Students Based On The Comparison Of Chinese And English Test Question

2022 is a key year for deepening educational reform,and developing students’ mathematical thinking ability has become one of the primary goals of mathematics education.This study selects review courses as the implementation of teaching experiments,the purpose is to explore the changes in students’ mathematical thinking ability in the process of consolidating,deepening and understanding mathematical knowledge,so as to help teachers carry out daily teaching more efficiently in review courses,and students can learn mathematical knowledge more actively and actively,so as to provide reference ideas for improving students’ mathematical thinking ability.This research mainly adopts analysis method,comparative research method,test method,interview method and empirical method.First,by reviewing relevant literature,the research results on the development of students’ mathematical thinking ability at home and abroad are sorted out,and the ideas and structure of this research are determined.Second,based on the SOLO classification theory,we compare the China Advanced Level examinations and the UK A-LEVEL examinations in the past ten years to find out the differences between the two countries for the development of students’ mathematical thinking skills,and to provide material for the empirical part of teaching and learning in this study.Thirdly,the mathematical thinking ability test paper for the first grade was prepared and modified in the light of the actual classroom teaching,the opinions of the tutors and front-line teachers,and distributed to two teaching classes in the senior class for pre-testing,and the results of the pre-test and teacher interviews were combined to analyze the current situation of the mathematical thinking ability of the senior class students.Fourth,the extracted teaching strategies are optimized based on the current situation of students’ mathematical thinking ability,and applied to the teaching practice of experimental classes,while the control class adopts conventional teaching methods without training.Fifth,through the analysis of post-experimental data to detect the improvement of students’ mathematical thinking ability and the effectiveness of teaching strategies.This main concludes are as follows:(1)The knowledge points of "exponential and logarithmic functions" tested in China and the UK are roughly the same.However,there are differences in the content and type of questions between the two countries: China is a multiple-choice question,which is about comparing the magnitude of exponential(logarithmic)values,and the UK is an answer question,which is about solving exponential(logarithmic)equations and proving that exponential(logarithmic)constants hold.(2)The examination of "exponential and logarithmic functions" in both China and the UK did not set questions on pre-structure and single-structure;the Chinese test questions tended to test multi-structure and the UK tended to correlate structure.(3)Current senior students have the most basic mathematical thinking skills,but a one-sided understanding of mathematical problems,lack of breadth of thinking,most students do not have good quality of mathematical thinking,with a lot of room for improvement.(4)Current senior students have poor study habits and lack of mathematical thinking methods,which makes it difficult to improve their mathematical thinking skills.Due to the high school curriculum,time constraints and other reasons teachers tend to ignore the importance of review lessons in teaching activities,in the classroom teaching mechanical drills and the phenomenon of filling the classroom is an important factor affecting the development of students’ mathematical thinking skills.(5)There was a significant increase in the total performance of the senior students’ mathematical thinking ability after the teaching empirical evidence,and the total performance of the experimental class improved nearly twice as much as that of the control class.At all levels,the experimental classes’ scores were more stable than those before the experiment.Taken together,the total scores and all levels of mathematical thinking skills of the senior first-year students were improved.(6)Combining the comparison of test questions and the current state of students’ thinking skills,the following insights are provided for the review course:(1)Use knowledge structure diagrams to review and build a comprehensive knowledge system.(2)Use multiple solutions of one question to improve the flexibility of thinking.(3)Pay attention to the process of exploring ideas for solving problems to improve the ability of exploration and analysis.(4)Redo the wrong problems to improve the ability of independent reflection and summary.After a 7-week teaching empirical study,the overall scores of the students in the experimental class before and after the experiment improved significantly,and it can be assumed that the students’ mathematical thinking ability improved significantly,which indicates that the teaching strategy is feasible,and it is hoped that the proposed teaching strategy will be helpful to front-line educators in their daily teaching.