Research On Cognitive Strategies Of Mathematical Problem Posing Of Junior High School Students In Southeastern Guizhou

Present mathematical problem posing has become an important content and means to cultivate students’ mathematical key competencies.The research on the cognitive strategies of students’ problem posing can reflect the thinking structure of students’ problem posing activities so as to design the mathematical teaching based on problem posing.Based on Stoyanova’s classification of mathematical situation,this study compiles nine situational tasks from three areas of knowledge:Number and Algebra,Graphics and Geometry,Data Analysis and Probability,and constructs a framework of cognitive strategies for students’ problem posing based on SOLO classification evaluation theory.Through questionnaires and statistics,this study studies students’ cognitive strategies in mathematical problem posing.The specific research questions are as follows:(1)How do junior high school students choose cognitive strategies to carry out problem posing activities?(2)What factors influence students’ choice of cognitive strategies in problem posing activities?(3)How to cultivate students’ problem awareness in classroom teaching? The research conclusions are as follows:(1)The cognitive strategies that students choose when they pose problems are related to the openness of the situation.In the open situation,students tend to use restatement strategies and contrast strategies to pose problems;In semi-structured situations,students tend to use contrast strategies and connection strategies to pose problems;In structured situations,students also tend to use restatement strategies and contrast strategies to pose problems;There is no significant difference in cognitive strategies between male and female students in problem posing activities;Contrastive strategies and connection strategies in statistical and probabilistic knowledge sections are slightly different from the other two,but the difference is not obvious compared with the situation types with different degrees of openness.(2)The influencing factors of mathematics problem posing activities of junior middle school students in southeastern Guizhou mainly focus on the following three aspects: the first is the local unique cultural background,such as local life customs and national languages;The second is teachers’ professional knowledge and skills,such as teachers’ teaching skills,teaching strategies and evaluation related to problem posing;The third is the unified teaching materials and examinations will also indirectly affect the classroom teaching and learning in ethnic minority areas,and thus have an impact on the problem posing activities in mathematics classroom.(3)Teaching recommendations of Cultivating Students’ problem awareness: firstly,excavate the mathematical elements in culture and traditional national culture into classroom teaching;Secondly,training teachers’ professional knowledge and skills on "problem posing" is to provide guarantee for problem posing activities in classroom teaching;Thirdly,by systematically collecting,inducing and sorting out the mathematical elements in the national cultural background,we can create the unique "local curriculum resources".