Preliminary Research On The Correlation Between The Ability Of Mathematics Problem-making And Problem-solving Ability Of Second-year Junior High School Students

With the rapid development of The Times,the social demand for innovative talents is increasing.Innovation begins with problems.In traditional teaching,emphasis is placed on cultivating students’ability to analyze and solve problems,but not on cultivating students’ ability to put forward problems.Problem posing and problem solving are interdependent and have an inseparable relationship.Some scholars have conducted investigations and studies on the correlation between them in primary schools and high schools,but few in middle schools.The logical thinking ability of junior middle school students is in the process of transforming from experience to theory,and many problems are uncertain.Therefore,this paper selects 100 students from two classes of grade 2 in a middle school in xi’an as the objects of investigation.The test subjects are binary equations task and function task.The students need to answer a question and put forward a question.This survey studies the following three questions:(1)the level of students’ mathematical problem posing ability in grade two;(2)the level of students’ mathematical problem solving ability in grade two;(3)the correlation between students’ mathematical problem posing ability and problem solving ability.Through the collection of survey data,the ability to pose problems was evaluated from the four aspects of situation,reaction conditions,solvable and extensibility.The ability to solve problems was evaluated according to the grade.SPSS software was used for data analysis,and the following conclusions were obtained:(1)In the second year of junior high school,students’ mathematical problem posing ability is at the middle level.Most of the questions posed by students contain realistic situations,but the situation type is relatively single.On the equations task,most problems can reflect the equation condition.On the function task,only a few students’ questions can reflect the slope of the line.On the task of equations,the problem is highly solvable,while on the task of first function,the problem is less solvable.The problem is of low extensibility.There was no significant difference between gender and class in mathematical problem posing ability of junior two students.(2)In the second year of junior high school,students’ mathematical problem solving ability is above the average level.Most of them can identify problems and find corresponding solving strategies.They perform better in the task of equations.In the first function task,most students make mistakes mainly in the process of implementing the abstract problem solving strategy.There was no significant difference in math problem solving ability between gender and class.(3)In general,there is a positive correlation between students’ mathematical problem posing ability and problem solving ability in the second year of junior high school,and the correlation is weak.There is no correlation in the task of equations,but there is a positive correlation in the task of primary function,and the correlation is weak.According to the problem solving ability,students are divided into three categories:high level,middle level and low level.It was found that there was a moderate positive correlation between problem solving ability and problem solving ability among high-level students.Therefore,we speculate that the correlation between mathematical problem solving ability and problem solving ability may be related to abstract problem solving strategies.There was no significant difference between gender and class in the correlation between mathematical problem posing ability and problem solving ability of students in grade two.Based on the above conclusions,this paper gives some Suggestions on how to improve middle school students’ ability to put forward mathematical problems from the aspects of teaching situation,teaching mode,problem raising method and abstract strategy.