[01] Chunge Shi, School of Mathematics and Statistics, Shandong Normal University, Jinan, China. [02] Zezhong Yang, School of Mathematics and Statistics, Shandong Normal University, Jinan, China.

In the practice of mathematics teaching, some students have difficulties in mathematics learning. The learning efficiency and effect of these students are far away from the ideal state. Therefore, there are a lot of studies on the phenomenon of mathematics learning difficulties but almost no comprehensive and general study on this subject. By using literature method, this paper summarized the related studies on the students with mathematics learning difficulties in China and came to the following conclusions: (1) In recent years, the studies on the attribution of students with mathematics learning difficulties are mainly divided into three aspects: students' attribution, objective environment attribution and school curriculum teaching attribution; The studies on the countermeasures of mathematics learning difficulties are mainly divided into two aspects: guiding students to adjust themselves and aiming at mathematics teaching reform. The previous studies are not only in-depth but also obtain many achievements. (2) Reviewing the previous studies, we can find that there are some obvious deficiencies. There are still many omissions in the preciseness and scientific nature of the whole research process, such as the reliability and validity of the questionnaire, the selection of research samples. Another deficiency is the countermeasures of school education put forward by predecessors, some of which are too theoretical or not detailed enough, leading to these measures difficult to implement. In terms of research content, there is a lot of attribution and countermeasures are lack of group pertinence, only a few achievements include the countermeasures or attribution of specific groups. (3) There are also some gaps in previous studies. For example, there is a lack of studies on the evaluation mechanism of the implementation of countermeasures; there is a lack of effective and unique countermeasures and suggestions combined with the characteristics of different student groups. Therefore, future research must adopt more scientific research methods, expand the scope of research on mathematics learning difficulties on the premise of ensuring its scientific nature and persuasiveness; it is necessary to explore measures to improve mathematics learning difficulties from a broader and more feasible perspective to make this study more comprehensive and in-depth.

Mathematics, Learning, Difficulties, Transformation

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