A Study On The Status Quo Of Students' Mathematics Problem-proposing Ability In The Upper Grades Of Elementary School

In the stage of basic education,the ability of students to find and pose mathematical problem is the basis of the development of innovation ability.In recent years,our country has gradually begun to attach importance to students'mathematical problem posing.In the compulsory education mathematics curriculum standard(2011)and mathematics textbooks,students are required to be able to pose mathematics problems.But at present,there are still many unclear aspects about mathematical problem posing,for example,how to examine the ability of students' mathematical problem posing?What are the differences in students' mathematical problem posing in different problem-posing situations?The solutions of these problems can promote the cultivation of students' mathematical problems-posing ability more effectively.Based on the literature at home and abroad,this study constructs a test and analysis framework for primary school students' problem-posing ability,selects 338 fifth grade students as participants,sets up three problem-posing situations,and investigates the current situation of students' problem-posing ability in each situation from the aspects of effectiveness,heterogeneity,fluency,innovation,complexity,etc.The results are as follows:1.In three situations,most of the students are willing to try to pose questions and the questions they pose are valid mathematical questions,but the number of heterogeneity and fluency of students' problems has declined significantly.The types of problems posed by students are various,the flexibility is relatively good,and the innovation and complexity are weak.2.On the whole,there are no significant differences in the original number,effective number,heterogeneous number,fluent number,flexibility and complexity of problems posed by boys and girls,but there are significant differences in the innovative dimensions of problems posed by boys and girls,and girls are better than boys.3.There are some differences between problem-posing ability of boys and girls in different situations.In free and structured situations,there is a significant difference between boys and girls in the number of heterogeneous problems,and girls in the number of heterogeneous problems than boys.In the structured situation,there are significant differences in flexibility,innovation and complexity scores between girls and boys.Girls perform better than boys.4.There is a significant positive correlation between students'problem-posing ability and their academic performance.In the semi-structured situation,there is a significant positive correlation between the number of effective questions and the performance.There is a significant positive correlation between the number and fluency of students' problem-posing ability and their academic performance.The flexibility,innovation and complexity of students' problems are positively correlated with their academic performance.Among them,in the semi-structured situation,the heterogeneity,fluency,flexibility,innovation,complexity of students' problems have the highest correlation with their academic performance.