A Survey On The Ability Of Fifth-grade Pupils To Pose Mathematical Problem

The cultivation of mathematical problem posing ability plays an important role in improving students’ innovation ability and mathematical literacy.In order to better cultivate and improve students’ mathematical problem posing ability,it is particularly important to understand the current situation of their mathematical problem posing ability.The main content of this study is the current situation of the mathematical problem posing ability of the fifth grade pupils.For the research content,this study mainly adopts the literature analysis method and the test paper method.By reading the relevant literature,the test paper is divided into three dimensions: unstructured situation,semi-structured situation and structured situation,and the test paper suitable for the fifth grade students is prepared by combining the primary school mathematics textbooks.The evaluation framework of the ability of primary school students to propose mathematical problems is constructed from three aspects: the number of questions,the type of questions and the novelty of questions.After determining the test paper and evaluation criteria,A total of 127 students in the fifth grade of A Primary School in Binzhou were investigated.Through data analysis,the main conclusions were drawn as follows.On the one hand,the following conclusions can be drawn from the overall score of the test papers: Firstly,from the overall score of the test papers,there is a large difference between different students,indicating that the development of students’ ability to propose mathematical problems is unbalanced and there is a big difference.Secondly,from the perspective of each dimension of the evaluation framework,students performed well in the dimension of the number of questions,and most students could put forward three or more effective questions according to the problem situation.In terms of the types and dimensions of problems,apart from unsolvable problems,students put forward the largest number of simple non-extensibility problems,and the least number of complex extensibility problems.From the three specific indicators of intelligibility,complexity and extensibility,the performance of students in intelligibility is the best,the performance of complexity is second,and the performance of students in extensibility is poor.In the novelty dimension of questions,students performed poorly,with most students having difficulty in asking novel questions and weak innovative thinking.On the other hand,From the perspective of students’ ability to propose mathematical problems in different situations,the conclusion is drawn: Firstly,from the score of the three situations,there are significant differences in the score of students’ ability to propose mathematical problems in the three situations.Students performed best in the unstructured situation,second best in the semi-structured situation,and worst in the structured situation.Secondly,from the perspective of each dimension of the evaluation framework,in terms of the quantity dimension of questions,students perform best in the unstructured situation,second in the semi-structured situation,and worst in the structured situation.In the dimension of question types,there was no significant difference among the three situations,and the most questions asked by students in the three situations were simple non-expansive questions.On the novelty dimension of the question,students performed best in unstructured situations and poorly in semi-structured and structured situations.On the basis of research results,suggestions for teaching are given: strengthen students’ problem awareness;Create appropriate problem situations;Cultivate students’ mathematical language expression ability;Teaching students ways to come up with mathematical problems;Help students grasp the basic knowledge of mathematics firmly.