有关初中学生数学学习成绩分化问题,已引起很多数学教育工作者,尤其是一线教师的关注和研究.就国内相关研究文献看,对其中原因的探讨,大部分是从学习动机、学习 The problem of the division of junior middle school students’ mathematics learning results has attracted the attention and research of many mathematics educators, especially front-line teachers. From the perspective of relevant domestic research literature, most of the reasons for the discussion are motivated by learning and learning.