Investigation and Countermeasure Research on Learning Difficulties in Mathematics Transition from Junior High to Senior High School

Abstract

The transition stage of mathematics learning from junior high school to senior high school is critical for developing students' mathematical competence and often witnesses notable academic polarization. Based on a questionnaire survey of 476 valid responses (effective rate 95.2%) from Grade 10 students, this empirical study examines current transitional difficulties. The results indicate that 78.3% of students perceive marked knowledge disconnection, 55.4% struggle with heightened abstraction and reasoning demands, 46.2% rely on mechanical problem-solving strategies, and 43.7% experience significant learning anxiety. In response, this paper proposes targeted countermeasures from four perspectives: collaborative teaching research between junior and senior high school teachers, optimization of classroom teaching models, guidance on scientific learning methods, and enhancement of psychological intervention. These findings aim to inform improvements in senior high school mathematics instruction and support the cultivation of students' core mathematical literacy.