The Relationship Between Learning Motivation,Self-Regulated Learning And Mathematical Problem Solving And Teaching Research

As a skill that future talents must master,mathematics problem solving is also one of the four abilities proposed in the new curriculum standards,which plays a crucial role in the overall development of students.Learning motivation and self-regulation learning influence mathematical problem solving,and this thesis aims to study the correlation between learning motivation,self-regulation learning and mathematical problem solving.Based on the research conclusions,teaching suggestions are put forward to stimulate students’ learning motivation,promote self-regulation learning,and improve students’ mathematical problem solving.In this study,literature analysis,questionnaire,interview and data analysis are used.Students in three classes of the first grade of Pingdu Experimental High School in Shandong Province are used as the survey subjects,and the students’ performance in these three areas is measured through the learning motivation questionnaire,the self-regulation learning questionnaire and the mathematics problem solving scale.SPSS software is used to analyze data and explore the relationship between learning motivation,self-regulation learning and mathematical problem solving.Through interviews,we can further understand the situation of students and make effective teaching suggestions.The survey of the current situation of high school students found that the overall level of high school students’ learning motivation is medium,and among the three dimensions of learning motivation,the intrinsic value level is the highest,followed by self-efficacy and the lowest level of test anxiety.High school students have a higher overall level of self-regulation learning and a somewhat higher level of use of cognitive strategies compared to task management and control.The overall level of math problem solving for high school students is at an intermediate level.Mathematical problem solving has obvious differences between high and low groups of learning motivation and self-regulation learning.The correlation between learning motivation,self-regulation learning and mathematical problem solving found that there is a moderate positive correlation between high school students’ mathematical problem solving and learning motivation,mathematics problem solving has the strongest correlation with the intrinsic value dimension of learning motivation,the second strongest is self-efficacy,and the weakest is test anxiety.There is a slight positive correlation between mathematics problem solving and self-regulation learning,and mathematics problem solving has a strong correlation with the use of cognitive strategies in self-regulation learning.The study concludes that the linear equation between high school students’ math problem solving and learning motivation and self-regulation learning is:Math problem solving =0.187×Motivation to learn+0.126×Self-regulation learning-0.158The results of the analysis and interview show that students with different levels of mathematical problem solving have different learning motivation and self-regulation learning level,and students with lower level of mathematical problem solving tend to have insufficient learning motivation and low level of self-regulation learning,which is reflected in poor self-efficacy,unclear intrinsic value of mathematics learning,anxiety in exams,lack of self-monitoring and timely adjustment in learning activities,failure to adopt good learning strategies,and will not transfer analogies when encountering variant questions.Students with a higher level of math problem solving tend to do the opposite.Based on the above-mentioned questionnaire survey and interview research,relevant teaching suggestions are put forward,that is,clarifying learning objectives and enhancing self-regulation;Create teaching situations to stimulate motivation to learn;Recognize the value of learning and guide active learning;use cognitive strategies to improve learning;Problem-oriented,monitoring the learning process;Build knowledge block diagrams to facilitate learning reflection.