Analysis Of The Current Situation Of Junior High School Students’ Performances Of Geometry Problem Posing

Mathematical problem-posing skills are an essential part of the core mathematics competencies.Developing students’ mathematical problem-posing skills can contribute to developing innovative talents,so studying students’ mathematical problem-posing skills is meaningful.Few studies investigate students’ problem-posing competencies in geometry,so this study focuses on the geometry domain and analyzes the current situation of junior high school students’ geometry problem-posing competencies.To gain insight into the performance of junior high school students’ geometric problem-posing ability,this study first defines the concepts related to problem-posing through literature analysis.And identify an assessment framework for junior high school students’ geometric problem-posing ability and a corresponding test paper based on the results of expert interviews.Then uses a questionnaire to understand the current situation of junior high school students’ geometric problem-posing ability,and finally uses data analysis software to quantitatively and qualitatively analyze the dimensions of problem-posing.The main results of the analysis of the current situation of junior high school students’ geometric problem-posing ability in different situations are as follows.1.The overall level of junior high school students’ geometric problem-posing ability could be stronger,and there is a wide gap between different ability levels.After grouping the capacity according to mean score and standard deviation,most students were in the medium ability group.In contrast,the number of students in both the high and lowability groups was small.2.Junior high school students were able to ask a certain number of mathematical questions in the geometry domain,with significant differences in the number of questions asked in different problem situations,with students performing better in structured situations than in unstructured situations and in unstructured situations than in semi-structured situations.3.The overall quality of problems posed by junior high school students in the geometry domain was low,with significant differences in the quality of the issues posed in different problem situations.Students performed better in the quality of problem posing in unstructured situations than in structured situations,and in structured situations than in semi-structured situations.4.The mean scores of problem-posing abilities were higher for junior high school girls than for boys.However,there were no significant differences between boys and girls in problem-posing ability in the geometry domain.Middle school students’problem-posing ability in geometry was positively correlated with academic performance in mathematics,and problem-posing ability in geometry in structured situations and in semi-structured situations was positively correlated with academic performance.Based on the findings of the study,the following recommendations were made:study problem-posing ability from specific content areas;assess students’ problemposing ability from multiple dimensions;develop students’ geometric problem-posing ability by creating appropriate problem situations;focus on students’ geometric problem-posing ability at different levels of academic achievement in mathematics;encourage teachers to teach in a problem-posing way;and teach students how to ask mathematical problems,starting with problem variations.