| As an important cornerstone for developing students’ mathematics literacy and cultivating students’ innovative consciousness and ability,mathematical problem-posing has an indispensable significance.Our country emphasizes on the cultivation of innovative talents in the outline of talent development plan,and innovation cannot be separated from raising questions and doubts.And combining the mathematics situation in the Program for International Students Assessment(PISA)2021 with the students’ math problem-probing ability is necessary for cultivating students’ problem-solving ability,developing students’ math literacy and "21st century skills".This research uses the personal situation,professional situation,social situation and scientific situation proposed in PISA2021 as the basis for studying students’ problem-proposing ability,and selects seventh-grade students from a middle school in Yantai as the research objects.And it adopts literature research methods,testing methods and interview method to study students’ ability to pose mathematical problems in four types of situations.The main research questions of this study are as follows:(1)To understand the level of junior high school students’ problem-solving ability by studying;(2)Investigate the differences in the number,type,and novelty of the junior high school students’ ability to pose mathematical problems in the four types of situations;(3)After the analysis of the results of the current investigation,teaching suggestions are put forward to cultivate junior middle school students’ ability to propose mathematical problems.The main research conclusions and suggestions are as follows.First,from the perspective of the evaluation indicators for problem-posing and the ability of students:in terms of the number of problems,students can fluently pose mathematical problems and have good problems awareness;in terms of problems’ types,students can flexibly pose different types of mathematical problems,but the problems are affected by different difficulty requirements;in terms of novelty of problems,although students can pose different types of mathematics problems,the problems lack novelty and their thinking lacks originality;in terms of the level of students’ ability,most of the students’ abilities are at Level Two and Level Three,and the number of students reaching Level Four is extremely small.Second,there is no significant difference in the number,type and novelty of questions raised by students of different genders.Third,there are differences in the number,type and novelty of mathematical problems posed by students in the four types of situations: in terms of the number of problems,the number of problems posed by students in personal situation is the most,and the number of problems posed by students in social situation is the least.in terms of the types of problems,students have better flexibility in posing problems in personal,professional and scientific contexts,but weaker in social contexts;in terms of question novelty,students’ ability to pose novelty problems is stronger in professional contexts,but weaker in social contexts.Forth,suggestions based on the survey results: Enhance teachers’ awareness of the concept of problem-posing;Strengthen the choice of different types of mathematics situation;Cultivate students’ ability to accurately express problems;Teach students how to pose problems;Strengthen teachers’ correct evaluation of students. |
