A Comparative Study On The Mathematical Problem-posing Ability Of Junior High School Students In Han,korean,and Tibetan Nationality

With the continuous deepening of problem-solving research,the problem-posing ability has gradually entered the field of view of researchers.In the revision of the latest version of the mathematics curriculum standards for compulsory education,the problem-posing ability has also been listed as one of the "four abilities" goals of compulsory education.Through classroom observation of the Korean and Tibetan classes in the mainland,it is found that Korean and Tibetan students rarely ask questions in class.In order to understand its mathematical problemposing ability,this study takes junior high school students of Han,Korean and Tibetan nationalities as the research objects,which measures their mathematical problem-posing ability and conducts a comparative study among ethnic groups,in order to deeply understand and explore the similarities and differences in the mathematical problem-posing ability of students of different nationalities.Focusing on these similarities and differences may lead us to have a more in-depth understanding of mathematical problem-posing ability of junior high school students,and the corresponding factors can be found out.Therefore,strategies and suggestions for improving the mathematical problem-posing ability of students can be given,so as to further improve the overall quality of education in China,and contribute to the construction of a community of the Chinese nation.The study sets three research questions:(1)How about the problem-posing ability of junior high school students of Han,Korean,and Tibetan nationalities?(2)How about the problem-posing ability of junior high school students of Han,Korean,and Tibetan nationalities in the first,second,and third grades?(3)What are the similarities and differences in the problem-posing ability of junior high school students of Han,Korean,and Tibetan nationalities?By compiling the "Mathematical Problem-Posing Ability Test Paper of Junior High School Students",the mathematical problem-posing ability of junior high school students of Han,Korean,and Tibetan nationalities have been measured and investigated,and the acquired data has been analyzed with the help of IBM SPSS Statistics 22.The following conclusions are drawn:(1)The mathematical problem-posing ability of junior high school students of Han,Korean,and Tibetan nationalities are all at an intermediate level.(2)There is no significant difference in mathematical problem-posing ability f junior high school students of Han,Korean,and Tibetan nationalities,but the students of Han nationality is slightly better than students of Korean and Tibetan nationalities in the expression level and thinking level of problem-posing.(3)There is a moderate correlation between the mathematical problem-posing ability of junior high school students of Han,Korean,and Tibetan nationalities and their mathematics academic level.According to the research conclusions,the following suggestions are put forward to improve the mathematical problem-posing ability of junior high school students:(1)Improve students' mathematical language expression ability through teachers' correct demonstration and the exercise of mathematical language transformation.(2)Help students build knowledge systems with the help of unit instructional and review lessons.