Investigation And Research On The Status Quo Of Full-time Mathematics Education Master Students' Ability To Ask Question

Problem posing is very important for mathematics learning and is an important activity to cultivate students' creativity.In China,no matter in the?Mathematics Curriculum Standard of Compulsory Education(2011 Edition)?,or in the?Mathematics Curriculum Standard of General High School(2011 Edition)?and the?Mathematics Curriculum Standard of General High School(2017 Edition)?,the importance of problems posing is emphasized.However,in the current primary and secondary school classroom,less emphasis on problem-solving,most of which may be due to teachers' lack of awareness of the problem-solving activities,while their own problem-solving ability is limited.A number of studies show that teachers' subject knowledge level will have a great impact on students' learning.The full-time Master of Mathematics Education,as a high-level talent engaged in the management of mathematics teachers or basic education in the future,will affect the domestic mathematics education in the next few decades.It is the mission to put problem posing into the mathematics classroom and cultivate students' ability of problem posing.Therefore,it is necessary to study the current state of the full-time Master of Mathematics Education.This research adopts the methods of document analysis and test paper survey.Through the research of documents,we can understand the basic connotation of problem posing,establish the test about problem posing,and test the 42 students majoring in subject teaching(Mathematics)in a university in Beijing.In terms of the quantity and quality of the questions posed,the current state of the questions posed by the full-time Master of Mathematics Education in different situations is analyzed.The research results are as follows:1.The full-time Master of mathematics education can pose forward a certain amount of mathematics problems.The main types of unsuitable problems are unclear expression,insufficient conditions,non-mathematics problems,repetition and too many conditions.The main reason for the unsuitable problems is that there is no experience of problem posing,no clear understanding of mathematics problems,and limited mathematics professional knowledge.2.The quality of the questions put forward by the full-time Master of mathematics education is not high,and the high cognitive complex questions put forward are few,and the questions put forward tend to the same cognitive complexity.3.There are significant differences in the quantity and quality of questions raised in the within and non-within situations of mathematics.In the within situation of mathematics,it is better for the full-time Master students to put forward mathematical problems than in the within situation of non-mathematics;in the within situation of non-mathematics,it is better for them to put forward high-quality problems than in the within situation of mathematics.4.In the free,semi-structured and structured situation,there is a significant difference in the number of problem posing,in the semi-structured situation is more conducive to full-time mathematics education than in the structured situation;in these three situations,there is no significant difference in the quality of questions.