The Effect Of Concept-mapping Teaching Strategy On Students’ Problem-posing Ability

Mathematical problem posing can stimulate curiosity,promote students’ multi-tier and flexible thinking,and inspire students’ creativity.Problems are the source of innovation.With the increasing demand for innovative talents in the age of artificial intelligence,how to develop the ability of mathematical problem posing has recently begun to receive increased attention in the literature on curricular and pedagogical innovations in mathematics education.If educators can strengthen students’ understanding and connections of mathematical concepts,students can improve their problem-posing abilities.Concept maps are tools used to organize and represent knowledge and can help students understand and connect mathematical concepts.From this point of view,this study focuses on providing teachers with effective strategies to develop the ability of posing mathematical problems.By literature analysis,teaching experiments,questionnaire surveys and interviews,we explore whether concept-mapping teaching strategy has a positive impact on students’ mathematical problem-posing ability.There are several main steps:Firstly,according to the relevant literature of mathematical problems,and the teaching content of the 9th grade of the Hunan Education Press,we designed the examinations to test the students’ mathematical problem posing ability,and the difficulty and differentiation of the test paper were analyzed.Secondly,two parallel classes for the third year of the Fourth Middle School of the Yuanjiang City participated in this teaching experiment.The mathematics teacher of controlled class adopted the concept-mapping teaching strategy,the control class used the conventional teaching method,and the abilities of mathematical problem posing of the two classes of students were tested before and after the experiment.Thirdly,we analyzed the experimental results according to the statistical data and the records of interviews.Finally,the results of the research are as follows:1.Concept-mapping teaching strategy can improve students ’mathematical problem-posing ability,especially reducing invalid mathematical problems.2.There is no statistically significant difference between different groups in terms of mathematical problems posing.3.There is no statistically significant difference between male and female students in terms of the influence of this experiment,but girls made more progress than boys.