Investigation And Research On Pupils’ Ability Of Posing Mathematical Problem

With the increasing importance of "problem posing" to mathematics learning,various countries continue to incorporate "problem posing" into curriculum standards and put forward relevant requirements.As stated in the general goal of the Mathematics Curriculum Standards for Compulsory Education(2022 Edition),students should discover and ask questions in exploring the relationships implied by real situations,and apply the knowledge and methods of mathematics and other disciplines to analyze and solve problems.But at present,the primary school mathematics classroom teaching attaches more importance to the cultivation of students’ problem-solving ability,and ignores the cultivation of mathematical problem posing ability.Many researches have shown that mathematical problem posing ability plays an important role in improving students’ mathematical literacy and promoting students’ thinking.Therefore,in order to understand the development status of primary school students’ ability to propose mathematical problems,this research takes the students in the third grade of primary school as the research object,and mainly adopts the methods of test survey,questionnaire survey and interview to investigate the fifth and sixth grade students of Q School in Shandong Province.This research first adopted the test survey method to carry out the investigation,compiled the test paper according to the existing relatively mature research framework of question asking ability,distributed the test paper to 158 students in Q School,and conducted the evaluation and analysis combined with the evaluation framework.The investigation results are as follows: 1.Pupils’ overall performance of mathematical problem posing ability is average;2.In the cognitive development of mathematical problem posing,primary school students are the best at task switching,that is,they are the best at putting forward mathematical problems according to graph or chart information,and the least good at understanding tasks,that is,they are not good at putting forward mathematical problems according to a given mathematical formula or equation;3.Among the seven qualities of mathematical problem posing ability of primary school students,rationality and situational quality are better,intelligibility,readability and fluency are generally better,and the ability to raise complex and novel problems is weakest;4.The ability of sixth grade students to propose mathematical problems is significantly higher than that of fifth grade;5.There is no significant difference in the gender factor of mathematical problem posing ability of primary school students;6.There is a significant positive correlation between the seven qualities of pupils’ mathematical problem posing ability.In view of the above performance,this research combined with the interview method from the internal factors and external factors to analyze the factors affecting the ability of primary school students to put forward mathematical problems,and gave the following suggestions to cultivate students’ ability to put forward mathematical problems: 1.Create an atmosphere to raise questions,so that students have the courage to raise questions;2.Increase the proportion of question posing tasks in the textbook to stimulate students’ awareness of question posing;3.Teachers update teaching methods and play an exemplary role in posing problems;4.Encourage students to ask "good questions" gradually.