The reasons for poor math vary from person to person. Some students get good grades, but it's hard to keep their grades steady in math subjects, but it's even harder to take a step forward. Such students also think math is not good. Generally speaking, there are three reasons for poor math learning: (1) An important factor causing poor math learning is that students' thinking structure and knowledge structure are not compatible. These unsuitable forms are closely related to the foundation laid by previous studies and are the result of accumulated knowledge defects. (3) passive learning mathematics. Pure science needs to actively participate in thinking and application. But most students study passively and are used to listening to teachers. When doing problems, they are used to thinking that they have completed their learning tasks and lack the ability to think actively. Most mathematics knowledge can be said to belong to teachers and textbooks. Poor mathematics learning is mainly related to basic knowledge, learning time, learning strategies, learning motivation and interest, and teachers' teaching methods. (1) lacks interest in learning mathematics and has a weak will to learn. Students with mathematics learning difficulties generally lack interest in learning mathematics knowledge, have low curiosity and weak will, especially for learning some abstract concepts and theorems. Some students are afraid of difficulties when they encounter a large amount of calculation, complicated calculation steps, or a failed attempt, or even a difficult problem and a long topic. They lack the perseverance and confidence to overcome difficulties and overcome themselves, which makes them afraid of math learning and lose the perseverance and courage to break through obstacles. Some students have weak self-control, are usually playful, can't stand the temptation, and can't help themselves to keep studying. Once their grades drop, they will have the idea of giving up on themselves. ⑵ textbook knowledge is not well connected. The basic knowledge of students has the most significant influence on the existing academic performance, which is manifested in the connection of teaching materials, and the knowledge learned in front is often the basis for later learning; Therefore, if students can't meet the requirements of previous knowledge and can't master knowledge in time, it will cause weak links in the process of continuous learning. In the process of learning mathematics, students didn't master the basic knowledge well, and didn't check and fill in the gaps in time, which led to the disconnection between old and new knowledge and formed students to learn mathematics on the basis of "castles in the air". In the long run, knowledge will not form a complete network, which will lead to the rupture of the network of basic knowledge and keep up with the process of collective learning. ⑶ Improper use of learning methods and strategies. Learning methods and strategies are another factor that affects academic performance. Middle school students are in adolescence, and their learning autonomy is poor. They often attend classes and finish their homework after class. There are no scientific learning methods such as preview before class and review after class, trying to find the best solution, summing up, summarizing, popularizing and extending after solving the problem. They don't pay attention to understanding mathematics, but to memorizing definitions, formulas and theorems in textbooks. They don't compare what they have learned, are not good at induction, and have not formed a complete learning operating system. Students are not freed from the mechanical rote learning methods taught by junior high school students, and can't adapt to the learning of high school mathematics, which finally seriously affects the quantity and quality of knowledge intake, and gradually forms a backward situation in the academic development of senior three mathematics. (4) exam obstacles. Students who are not good at math often don't perform well in math exams. This kind of psychological obstacle is generally manifested as follows: ① fear, and the exam is finished too slowly. (2) Psychological anxiety leads to sloppy examination, various mistakes and even missing questions. Because I can't do the last question, I'm still thinking about the last question when I'm doing the next one, which leads to a simple calculation error. ④ The relationship between "no plenary session" and "no knowledge at all" is not handled well, so if you fail to understand and master a certain topic, the whole topic will lose points. Examination obstacles seriously affect students' normal math level, so that students can not get satisfactory math scores, and over time they will have an aversion to math learning. 5. Teachers' teaching methods are improper. Due to the influence of exam-oriented education, there are still the following situations in mathematics teaching to varying degrees: ① Indoctrination is prevalent in teaching methods, ignoring the learning of students and the learning of knowledge bifurcation points. Teachers talk more, students practice less, teachers finally arrange teaching, students listen attentively, thinking completely passive, lack of active participation in active thinking, ignoring the formation of knowledge, so that some students who have a one-sided understanding of knowledge and cannot correct it in time gradually cause poor mathematics learning. ② Too much or too little homework, students' plagiarism is serious, and the effectiveness of homework is extremely low. Students generally regard homework as a "task". Therefore, students regard homework as a task instead of testing their own level, and at the same time lose interest in research. [6] The impact of unexpected events. Few students are affected by some unexpected events. For example, failure to repeat the college entrance examination, puppy love, divorce of parents, illness and so on. Sudden events interrupt learning, causing heavy mental damage, leading to sudden learning difficulties for students. If not solved in time, with the accumulation of problems, they will lose confidence and their grades will plummet. We all hope that students can learn well, learn easily and get high marks in the exam. This is entirely possible. The key is to prescribe the right medicine for students' various problems. Thoroughly clarify the characteristics and ideas of mathematics, teach students, encourage and guide them. From the perspective of thinking, the origin of mathematics, psychology and physiological memory, we can solve their problems one by one. "If you win math, you win the college entrance examination" has become a kind of knowledge for many students. For students who are not good at math, it means "willing but unable" or "unwilling" (giving up completely). Students who think they are not good at math can be divided into two types: (1) backward type. Before, the purpose of mathematics learning was not clear enough, and the attitude of learning was not correct enough, which led to some theorems, formulas and methods being poorly mastered, the learning efficiency being low, the error rate increasing, and the inattention to adjustment. Over time, the psychology of mathematics learning was negative and boring. ⑵ Inferiority type. Some students often fail exams because of poor intelligence or improper learning methods, and feel that they are inferior to others everywhere, forming a serious sense of loss. Over time, I feel stupid and not suitable for math. It can be seen that most students with mathematics learning difficulties have been tortured by mathematics and have no confidence. Countermeasures: The most important thing is to rebuild your confidence in mathematics. Light a lamp of hope for them in mathematics. Then we should guide them to find the essence of mathematics. Mathematics is a pure science subject, which pays attention to rigorous logic and exquisite mathematical phenomena. What is needed is the guidance of thinking, not irrigation and spoon-feeding teaching. In the teaching of mathematics, we should focus on the understanding of mathematical knowledge and combine understanding with application, instead of making students familiar with the text before "applying" the topic. Students can achieve the purpose of understanding through continuous "application", but time and energy are limited after all. We believe that understanding and application should be combined with each other, go hand in hand and confirm each other, so as to get twice the result with half the effort. (1) Establish confidence in mathematics. Many teachers will subconsciously say "they don't know anything" when facing students with poor grades, and simply talk to the end. Then the students don't understand, and then they lose confidence in themselves and the teacher: "What you said has nothing to do with us, you don't understand anyway." In the third year of high school, you can't meet a good teacher, so you have to rely on yourself. Some people think that it is still possible to get 20-30 points in math test in senior three. First of all, be clear about your goals. The purpose of the college entrance examination is not to Tsinghua Peking University, but to try to get satisfactory results in mathematics study in senior three, so as to ensure that you can finally enter the university. This is the foundation of the efforts of senior three students now, and we also believe that the lower the grades, the greater the room for progress. So we should rebuild our confidence in learning math well. ⑵ Review according to your own reality and choose exercises suitable for your own level. The new curriculum standard of mathematics advocates: let every student develop in mathematics and let everyone learn their own mathematics. Those with poor grades should grasp the foundation first. Therefore, in the review process, I honestly started from the first book, gradually traced back my own mathematical concepts and re-accumulated my own mathematical foundation. Actually, it doesn't take much effort. After all, in the third year of high school, you should have learned the whole math and done a lot of exercises. You won't be so strange when you review again. Therefore, although it is hard to review independently, the effect can still be immediate. In the choice of exercises, we should adhere to the textbook, so that on the one hand, we can grasp the foundation, on the other hand, we can reduce the difficulty and increase our self-confidence, so as to realize the gradual process. ⑶ Pay attention to study methods and cultivate study habits. Many students don't want to learn, but they can't. Therefore, learning methods are also crucial. For example, grasp the key points, take notes, and sort out the wrong questions. It's all methods. The higher method is to pay attention to the infiltration of mathematical thinking methods, and we can't give up the cultivation of mathematical thinking methods because of the weak foundation. For example, induction and deduction and analogy association will help students sort out what they have learned and make them feel the systematicness of mathematics. If the review is stagnant, in most cases, it is not that students don't want to go on, but that everyone has lost their way. Therefore, for the mistakes made by students, we should reflect on ourselves and always confirm our confidence and ambition. As long as the teacher gives appropriate guidance, students are willing to learn and learn well. Even if their math scores are no longer satisfactory, they can change their learning situation in mathematics and greatly improve their math scores.