A Study On The Ability Of High School Students' Mathematic Problems In Different Presentations Of Situations

Innovation sustains the progress of a nation.With the further implementation of the new curriculum, students’ability to innovate more and more people’s attention.Innovation begins with problem.Students of the issues raised are important performance capabilities of its innovative ability.Research on the issues raised in the country focused on problem-posing teaching model.But the presentation on the situation of research is relatively few.The presentation of problem situations,as the perspective of this research, selecting three classes of students from a high school of Nanjing as research subjects and integrating use of literature analysis, questionnaire. I try to research on the math problem-posing in different presentation of situations.The main research problems are as follows:(1)overall analysis capability of high school students’problem-posing.(2)students’ problem-posing in different presentation of situations.Using statistical software SPSS17.0,1attempt to test different levels of classes, different levels of achievement in mathematics, students of different gender and whether there are differences in the ability to problem-posing,and then make recommendations for the majority of teachers in the ability of students’ problem-posing.The main conclusions of the study are as follows:(1) The level of class makes significant differences in math problem-posing.(2) The level of math achievement makes significant differences in math problem-posing.(3) Gender makes no significant differences in math problem-posing.(4) On the number of students’problem-posing,the number of questions focused on1or2. On the type of students’problem-posing,the type of questions focused on difficult questions and developing questions are few.(5) The overall students get highest score in the language rendering of situations.(6) Different levels of math achievement make no significant differences in the situations of language rendering and chart rendering. While different levels of math achievement make significant differences in the situations of notation rendering.(7) Gender makes no significant differences in the three different presentations of situations.