A Case Study On The Cognitive Process Of Junior High School Students' Mathematical Problem-posing From A Situational Perspectiv

Mathematical problem posing is a critical factor in the growth of students’ thought processes.Our nation’s mathematics curriculum has explicit stipulations for the capacity to solve such problems.Therefore,more and more scholars have noticed the importance of mathematical problem-posing.From the existing research,the external behavior research such as the teaching mode of mathematical problem posing,the ability of mathematical problem posing and its evaluation is relatively detailed,but the research on mathematical problem posing from the perspective of psychology is very few.According to the theory of information processing,the process of problem posing in mathematical situation is essentially the process of students’ cognitive processing.Two junior high school students were chosen for this research,and the mathematical problem posing test questions were formulated.The oral report method was adopted to study the cognitive process of junior high school students’ problem posing in mathematical situations.The cognitive behaviors in the spoken report text are defined and divided,and the cognitive behaviors are classified and sorted out according to the three-level coding.With the help of data analysis software,the coding results are classified,the commonalities and differences of cognitive behaviors are explored,and the cognitive process flow chart of junior high school students’ problems in mathematical situations is attempted to be constructed.The results show that,from the perspective of cognitive behavior,junior high school students have a variety of cognitive behaviors in problem-solving in mathematical situations,and mainly focus on low-level cognitive behaviors such as "focusing on numbers" and "recognizing patterns",while they have less high-level cognition of thinking and metacognition.From the perspective of cognitive process,the cognitive process of mathematics problems presented by junior high school students includes input,selective attention,matching of mathematical information and other steps,and advanced cognitive behavior of thinking and metacognition will also come into being.