# Research project on maths ability - 科目：雅思听力真题（Part 3） - 考频：中频 - 最近考试：2020.8.8 - 题目数：10 - 来源页：https://www.yaquan.site/paper/7b863683-7889-4375-b7fa-9ee2a1137f46（在线机考练习与音频请访问该页面） - 数据更新：2026-10-29 ## 题目原文 00:00:00,260 Now turn to section three on page five. 00:00:08,860 Part three. 00:00:10,740 You will hear a student called Aya discussing her research project about maths ability with her tutor. 00:00:19,220 First, you have some time to look at questions twenty-one to twenty-three. 00:00:48,640 Now listen carefully and answer questions twenty-one to twenty-three. 00:00:56,500 Right, Aya. Last time we met, you decided to choose skills and attitudes in learning maths as the focus of your research project, and you were thinking of splitting it into two sections. Is that right? 00:01:09,420 Uh, yes. I decided to start by looking at people's attitude to maths and then go on to research how people actually solve different math problems. 00:01:19,140 Great. Now, what research methods did you use? 00:01:23,120 Well, I explored lots of different techniques and actually tried out things like sending out questionnaires, but then I opted for a different approach. I thought face-to-face interviews would be more appropriate because you can look at things in more depth when you're actually with the person. 00:01:39,940 Hmm. How many participants did you have? 00:01:43,700 Quite a few, which meant interviewing was pretty demanding work. Twenty-five altogether. Uh, fourteen men and eleven women. 00:01:53,140 How did you identify them? 00:01:55,460 Well, they were all students at this college, and what I did was send round a really short questionnaire by email asking whether people like maths, and these twenty-five answered, "Not at all," which is what I needed. 00:02:08,900 So you followed them up? 00:02:11,060 Yeah, and arranged to interview them. Now, the first question I asked them was, "How good do you think you are at maths?" And I got these results. A pretty even split at either end of the continuum. Uh, twenty percent for both good and poor, and the majority in the middle. And I should emphasize that for this, there were no distinct differences between men and women. 00:02:36,600 Did those figures surprise you? 00:02:38,500 Hmm, I wouldn't say so. What did shock me was how violently anti-maths as a subject they were. It wasn't what I'd expected at all. 00:02:47,820 Yes, I can imagine. 00:02:52,400 Before you hear the rest of the discussion, you have some time to look at questions twenty-four to thirty. 00:03:33,960 Now listen and answer questions twenty-four to thirty. 00:03:41,320 Anyway, the next part of my interview asked about their experiences of learning maths and why they had become so negative about it. 00:03:49,960 Mm-hmm. 00:03:50,740 I identified three different levels of importance, as you can see in this table. 00:03:56,720 Do you mean the first row shows those points which were considered most serious? 00:04:01,540 Yes, that's right. And the second row, the second most important, and so on. 00:04:07,340 Mm-hmm. 00:04:08,040 And I also showed the difference between female and male responses. Now, you can see that for the women, they thought bad teaching was mainly to blame for their disliking maths. 00:04:20,160 Didn't the men think that? 00:04:21,560 No. They talked mostly about the fact that they were actually, you know, scared of numbers. 00:04:28,680 And some of these people considered themselves to be good at maths. 00:04:31,960 Yeah. Interesting, isn't it? 00:04:33,560 Mm-hmm. 00:04:34,390 And then the problem for the women at the second level was the fact that they couldn't see what applications maths had, what obvious ones anyway. 00:04:44,060 Yes. That's been my experience as well. 00:04:46,340 Mm-hmm. And for the men, they found problems because they had this strong belief that you have to be born with a talent for the subject to be any good at maths. 00:04:56,500 I've come across that quite often in my work too. 00:04:58,880 Uh-huh. And then at the third level, it was striking that men and women had the same problem, which was that they weren't really aware of alternative strategies, you know, for solving problems. 00:05:12,440 Thanks. Now, what about the second part of your study, Aya? 00:05:16,960 Well, the method I used for my research was observation. 00:05:21,580 Of what? 00:05:22,860 Of how different people solve maths problems. So basically, I set them a problem and asked them to write down any workings out, and I made notes on how they did it. 00:05:36,480 Good mathematicians? 00:05:37,980 A mixture, actually. Five successful and five less successful. Now, I found that the most common strategy used by the people who got the correct answers was that they attempted to comprehend the question taken as a whole. This obviously helped them a great deal, in contrast with the way unsuccessful participants worked. 00:05:59,300 Mm. 00:06:00,120 For them, the most common strategy was to take a solution which they had learned before and try to apply it. 00:06:07,000 And were there any other strategies? 00:06:09,140 Yes. The second most common technique I saw used by the good problem solvers was visualization, which- 00:06:16,200 How interesting. I've noticed that actually how I work best. 00:06:19,920 Yeah. 00:06:21,120 And what about the weaker ones? 00:06:23,420 Well, I have to say the strategy they used was to give up immediately after reading the question, I'm afraid. 00:06:30,659 Well, that's extremely interesting, Aya. Now, had you thought about actually... 00:06:38,940 That is the end of part three. 00:06:41,760 You now have forty-five seconds to check your answers to Part three. ## 题目与答案 ### 21. 21 Aya chose interviewing as her main research method because 21 Aya chose interviewing as her main research method because - it was easier to use than other methods - it enabled her to explore points of interest in detail - it was different from methods used by other research groups **答案**：it enabled her to explore points of interest in detail 原文定位：I thought face-to-face interviews would be more appropriate because you can look at things in more depth when you're actually with the person 同义替换：「explore points of interest in detail」↔「look at things in more depth」 ### 22. 22 On what basis did Aya choose her research participants? 22 On what basis did Aya choose her research participants? - They were available in large numbers - They had asked to be involved in the project - They all had very similar attitudes to maths **答案**：They all had very similar attitudes to maths 原文定位：Well, they were all students at this college, and what I did was send round a really short questionnaire by email asking whether people like maths, and these twenty-five answered, "Not at all," which is what I needed ### 23. 23 What surprised Aya most about her findings? 23 What surprised Aya most about her findings? - that so few people had thought about their maths ability before - that there were such distinct differences between the genders - that people had such strong feelings about the subject **答案**：that people had such strong feelings about the subject 原文定位：Hmm, I wouldn't say so. What did shock me was how violently anti-maths as a subject they were. It wasn't what I'd expected at all 同义替换：「surprised」↔「shock」；「strong feelings about the subject」↔「violently anti-maths」 ### 24. | 无内容 | Females | Males | | --- | --- | --- | | First-level importance | Poor 24_____ | Fear of 25..... | | Second-level importance | No obvious 26..... for subject | Belief that you need a 27..... for math | | Third-level importance | Low awareness of alternative strategies to solve math problems | | | 无内容 | Females | Males | | --- | --- | --- | | First-level importance | Poor 24_____ | Fear of 25..... | | Second-level importance | No obvious 26..... for subject | Belief that you need a 27..... for math | | Third-level importance | Low awareness of alternative strategies to solve math problems | | **答案**：teaching 原文定位：Now, you can see that for the women, they thought bad teaching was mainly to blame for their disliking maths ### 25. | 无内容 | Females | Males | | --- | --- | --- | | First-level importance | Poor 24..... | Fear of 25_____ | | Second-level importance | No obvious 26..... for subject | Belief that you need a 27..... for math | | Third-level importance | Low awareness of alternative strategies to solve math problems | | | 无内容 | Females | Males | | --- | --- | --- | | First-level importance | Poor 24..... | Fear of 25_____ | | Second-level importance | No obvious 26..... for subject | Belief that you need a 27..... for math | | Third-level importance | Low awareness of alternative strategies to solve math problems | | **答案**：numbers 原文定位：No. They talked mostly about the fact that they were actually, you know, scared of numbers ### 26. | 无内容 | Females | Males | | --- | --- | --- | | First-level importance | Poor 24..... | Fear of 25..... | | Second-level importance | No obvious 26_____ for subject | Belief that you need a 27..... for math | | Third-level importance | Low awareness of alternative strategies to solve math problems | | | 无内容 | Females | Males | | --- | --- | --- | | First-level importance | Poor 24..... | Fear of 25..... | | Second-level importance | No obvious 26_____ for subject | Belief that you need a 27..... for math | | Third-level importance | Low awareness of alternative strategies to solve math problems | | **答案**：applications 原文定位：And then the problem for the women at the second level was the fact that they couldn't see what applications maths had, what obvious ones anyway ### 27. | 无内容 | Females | Males | | --- | --- | --- | | First-level importance | Poor 24..... | Fear of 25..... | | Second-level importance | No obvious 27..... for subject | Belief that you need a 27_____ for math | | Third-level importance | Low awareness of alternative strategies to solve math problems | | | 无内容 | Females | Males | | --- | --- | --- | | First-level importance | Poor 24..... | Fear of 25..... | | Second-level importance | No obvious 27..... for subject | Belief that you need a 27_____ for math | | Third-level importance | Low awareness of alternative strategies to solve math problems | | **答案**：talent 原文定位：And for the men, they found problems because they had this strong belief that you have to be born with a talent for the subject to be any good at maths ### 28. How do people solve maths questions? Research method:28_____ of people's strategies. How do people solve maths questions? Research method:28_____ of people's strategies. **答案**：observation 原文定位：Well, the method I used for my research was of observation. Of what? Of how different people solve maths problems;I made notes on how they did it ### 29. | 无内容 | Successful | Unsuccessful | | --- | --- | --- | | Most common strategy | Understanding the question as a 29_____ | Applying a solution learned previously | | Second most common strategy | Using visualization | Giving up after first 30..... of the problem | | 无内容 | Successful | Unsuccessful | | --- | --- | --- | | Most common strategy | Understanding the question as a 29_____ | Applying a solution learned previously | | Second most common strategy | Using visualization | Giving up after first 30..... of the problem | **答案**：whole 原文定位：Now, I found that the most common strategy used by the people who got the correct answers was that they attempted to comprehend the question taken as a whole ### 30. | 无内容 | Successful | Unsuccessful | | --- | --- | --- | | Most common strategy | Understanding the question as a 29..... | Applying a solution learned previously | | Second most common strategy | Using visualization | Giving up after first 30_____ of the problem | | 无内容 | Successful | Unsuccessful | | --- | --- | --- | | Most common strategy | Understanding the question as a 29..... | Applying a solution learned previously | | Second most common strategy | Using visualization | Giving up after first 30_____ of the problem | **答案**：reading 原文定位：Well, that's the strategy they used to give up immediately after reading the question, I'm afraid --- 以上内容由鸭圈雅思真题库（www.yaquan.site）提供，收录近期雅思考试真题回忆，支持在线机考模式免费练习。