<abstract xmlns="http://www.w3.org/1999/xhtml"><p>Traditional mathematics learning always paid excessive attention to the memorisation and repeated practice of theoretical knowledge and ignored guidance on learning method, resulting in bad learning outcome and insufficient problem-solving ability. Based on the theory of ‘chunks’ and ‘objective’, this paper analyses the mathematics learning process from the perspective of experimental simulation, designs a mathematics learning process based on ‘chunk-objective’, and simulates it. The data show that the learning mode is scientific and effective, which can help students learn better according to cognitive rules, thus forming their knowledge structure and improving their ability to solve problems.</p></abstract>

Traditional mathematics learning always paid excessive attention to the memorisation and repeated practice of theoretical knowledge and ignored guidance on learning method, resulting in bad learning outcome and insufficient problem-solving ability. Based on the theory of ‘chunks’ and ‘objective’, this paper analyses the mathematics learning process from the perspective of experimental simulation, designs a mathematics learning process based on ‘chunk-objective’, and simulates it. The data show that the learning mode is scientific and effective, which can help students learn better according to cognitive rules, thus forming their knowledge structure and improving their ability to solve problems.

Experimental simulation of mathematical learning process based on ‘chunk-objective’

Applied Mathematics and Nonlinear Sciences

This work is licensed under the Creative Commons Attribution 4.0 International License.

Traditional mathematics learning always paid excessive attention to the memorisation and repeated practice of theoretical knowledge and ignored guidance on...

	Chunk_consciousness	Error_correction ability	Knowledge_structure	Scores
t	0.384	−0.409	1.192	0.565
p	0.702	0.684	0.237	0.574

		Chunk consciousness	Error correction ability	Knowledge structure	Scores
Control class	Correlations	0.78	0.658	0.885	0.892
	t	0.603	0.978	1.517	1.550
	P	0.55	0.334	0.137	0.129

Experimental class	Correlations	0.818	0.826	0.666	0.691
	t	−5.818	−6.549	−7.623	−3.351
	P	0.000^**	0.000^**	0.000^**	0.002^**

Experimental simulation of mathematical learning process based on ‘chunk-objective’

Published Online: Dec 21, 2020

Page range: 425 - 434

Received: Jun 03, 2020

Accepted: Aug 14, 2020

DOI: https://doi.org/10.2478/amns.2020.2.00061

Keywords
experimental simulation, chunk-objective, mathematical learning process

© 2020 Yukong Zhang et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Fig. 1

Fig. 2

Fig. 3

Comparison of knowledge chunk abilities and scores before experiment

Comparison of knowledge chunk abilities and scores after experiment

Experimental simulation of mathematical learning process based on ‘chunk-objective’

Published Online: Dec 21, 2020

Page range: 425 - 434

Received: Jun 03, 2020

Accepted: Aug 14, 2020

DOI: https://doi.org/10.2478/amns.2020.2.00061

Keywordsexperimental simulation, chunk-objective, mathematical learning process

© 2020 Yukong Zhang et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Fig. 1

Fig. 2

Fig. 3

Comparison of knowledge chunk abilities and scores before experiment

Comparison of knowledge chunk abilities and scores after experiment

Keywords
experimental simulation, chunk-objective, mathematical learning process