The Investigation And Research On The Present Situation Of Junior Middle School Students’ Ability Of Combining Mathematics With Figures And Shapes

The "Four Basics" of the "Mathematics Curriculum Standards for Compulsory Education(2011 Edition)" clearly states "the basic knowledge,skills,ideas,and activities of mathematics",indicating an increasing emphasis on the teaching of mathematical thinking methods.Cultivating junior high school students’ ability to combine numbers with shapes meets the requirements of junior high school mathematics teaching reform.In the process of solving problems,the ability to combine numbers with shapes can improve junior high school students’ ability to analyze and solve problems,think about problems from the perspective of mutual transformation between numbers and shapes,and develop good mathematical thinking habits.This paper mainly investigates the junior high school students’ ability of combining numbers and shapes through literature analysis,testing and interview.The first part introduces the research status of the ability of combining numbers with shapes and defines the concept of combining numbers with shapes by consulting and analyzing the literature at home and abroad.In the second part,a test paper was developed to test junior high school students’ ability to combine numbers and shapes.310 students in Grade 2 and Grade 3 of the junior high school where the author works were selected as the survey objects and 6 teachers were selected as the interview objects,respectively,to investigate junior high school students’ ability to combine numbers and shapes and the impact of teachers of different positions on junior high school students’ ability to combine numbers and shapes.The third part analyzes the survey results and interview results of the test paper.The fourth part puts forward some teaching strategies to cultivate junior high school students’ ability of combining numbers with shapes,combining with their performance in the ability of combining numbers with shapes.Test Volume investigates junior high school students’ ability to combine numbers and shapes from two dimensions,including whether there are significant differences in their ability to combine numbers and shapes between different genders and the development process of their ability to combine numbers and shapes between different grades.The following conclusions are drawn:1.Comparing the ability of combining numbers and shapes between boys and girls in junior high school,girls’ ability of combining numbers and shapes is better than boys’,but the difference is not significant.Girls are better at solving shapes with numbers,examining questions carefully,and taking standardized steps,and being able to transform shapes and numbers into each other.Boys are better at using forms to help count,but they are more sloppy and prone to errors,and prefer to seek simpler methods of solving problems.2.Comparing the ability of junior high school students to combine numbers and shapes in the second and third grades of junior high school students,the ability of combining numbers and shapes in the third grade of junior high school students has significantly improved.Due to the fact that students in the third grade of junior high school have completed an additional year of math comprehensive questions,they are more proficient in the number axis and plane rectangular coordinate system,and can easily discover the corresponding relationship between numbers and shapes.The ability of combining numbers and shapes has significantly improved.3.For the overall level of junior high school students’ combination of numbers and shapes,Junior high school students’ level of using shapes to assist numbers is better than that of using numbers to solve shapes.However,overall,the ability of junior high school students to combine numbers and shapes needs to be further improved.4.There are four problems in junior high school students’ ability to apply the combination of numbers and shapes: lack of self awareness in applying the combination of numbers and shapes;Drawing is not standardized and lacks a sense of rigor;Lack of thinking training and insufficient understanding of the topic;The examination of the question is not serious enough to completely solve the problem.