| The ability to formulate mathematical problems has been a research area of interest in the study of mathematics education in junior high school.One of the important responsibilities of middle school mathematics educators is to cultivate abstract thinking skills and develop junior high school students’ ability to formulate mathematical problems..There are many factors affecting students’ problem posing ability,not only closely related to students’ own knowledge and ability,but also related to the cultivation of mathematical core literacy in mathematics teaching.Abstract thinking ability is one of the most important factors in the core literacy of mathematics and is the most basic form of thinking in learning mathematics in junior high school.Studying the influence of junior high school students’ mathematical abstract thinking on mathematical problem posing ability has landmark practical significance and value for deepening the new curriculum reform as well as cultivating students’ mathematical literacy.The main questions of the study are:(1)What is the current status of junior secondary students’ mathematical problem posing ability?(2)What is the correlation between them?(3)How can students’ mathematical abstraction skills be developed to improve their problem-posing abilities?The main research methods applied were statistical analysis,literature research and survey research methods.A sample of 600 junior high school students in a city was selected to study the effect of abstract thinking on mathematical problem posing ability using questionnaires and structured interview tests,and it was concluded that.(1)The overall levels of mathematical abstraction ability of junior high school students is moderately high,and they perform best in the four dimensions of mathematical abstraction:The best performance was in the dimension of "Mathematical Communication and Performance" and the worst performance was in the dimension of "Mathematical Propositions and Models" and "Mathematical Thinking and Laws".(2)There is no gender difference in mathematical abstraction ability of junior high school students,and there is a high positive correlation between mathematical abstraction ability and academic level of mathematics,i.e.the higher the students’ academic performance in mathematics,the higher the mathematical abstraction ability.(3)The mathematical problem posing ability of junior high school students was generally at an intermediate level,and there were gaps in students’ scores in different contexts,with better performance in open and semi-structured contexts and average performance in structured contexts.The novelty of students’ problem posing needs to be strengthened.(4)There was no gender difference in mathematics problem posing ability among junior high school students,and there was a low positive correlation between mathematics problem posing ability and achievement level in mathematics,i.e.the higher the students’ achievement performance in mathematics,the higher the mathematics problem posing ability.(5)There is a significant correlation between mathematical abstract thinking ability and mathematical problem posing ability of junior high school students,and by improving mathematical abstraction ability,to some extent,mathematical problem posing ability will be enhanced at the same time. |
