Research On Senior One Students' Ability Of Mathematical Problem Posing

During today's mathematical educational research,problem posing has become the focus of attention of many mathematicians and mathematical educators in the world.Many countries regard the cultivation of students' problem posing ability as an important curriculum goal.Although the research on mathematical problem posing has been fruitful,there are still many basic problems have not been solved thoroughly.For example,the evaluation system of mathematics problem-proposing ability is not mature enough.Today,with more and more emphasis on the core literacy of mathematics,it is still necessary to conduct more in-depth research on students' mathematical problem posing ability at this stage.In this paper,when doing the research on the ability of high school students to raise mathematical problems,the author try to divide the scientific level of competence,and form a more effective scoring standard to evaluate the quality of the problems from the three dimensions of the number of problems,the type of problems,and the novelty of the problems,to reflect the real problem posing performance of the students.Then the author speculates on the performance of the current high school students' mathematical problem posing.The specific research questions are as follows:(1)What is the specific performance of students' mathematical problem posing at all levels?(2)In terms of the comprehensive test scores,what are the characteristics of students' ability to pose mathematical problems?(3)Does student's academic performance in mathematics have statistical correlation with the performance of posing mathematical problems?(4)Are there any gender differences in students' performance of posing mathematical problems?The author uses a test to solve the three research questions.The test object is 109 high school students in a general high school in Suzhou City,Jiangsu Province.The findings are as follows:(1)Students who can reach level I and level II are more than 90%,but only 70% of students who reach level III.It shows that students are more likely to complete situational tasks in semi-structured situations and free situations,while in structured situations it is difficult for students to pose mathematical problems that meet the level standards.The grades reached by students at all levels are also inconsistent,but the percentage of students who reach the highest grade at each level accounts for about one-third of all the students at the level.On the whole,students are more inclined to pose problems in the content of numbers and algebra.(2)According to the scoring standard,students get the results of this test.We can find that the differences between the students are relatively large,the average score is at the pass level,and very few students achieve the excellent results.Students score the best in semi-structured situations and the lowest in structured situations.The quality of mathematical problems posed by students still needs to be improved.There are fewer students who can pose complex and expandable problems,and fewer students can pose novel problems;(3)The students' scores on the posing mathematical problem test are significantly related to their academic performance in mathematics.Regardless of the gender,the better the student scores in the mathematics problem posing test,the better his mathematics academic performance is.Conversely,if his mathematics academic performance is better,then he gets higher scores on this test.(4)There is no significant difference in the gender of students' test results.Although from the descriptive statistics table,the average test scores of male and female students are different,they are all at the pass level.In fact,students 'performance in the problem posing test has no significant correlation with gender,and it is not appropriate to judge the ability of students' ability to pose mathematics problems by gender.Based on the above research results,the author tried to raise some suggestions,hoping to help educators in the future to develop the ability of senior high school students to pose mathematical problems.The suggestions are as follows: baes on the different situations to cultivate students' ability to pose mathematics problems;follow the principle of difference and step-by-step in teaching activities;increase students' awareness of posing mathematical problems,encourage them to create and adapt mathematical problems,and teachers need to give feedback to them in a timely manner;teach students some methods and skills for posing mathematical problems.