A Study On The Current Status Of Sixth Graders' Mathematical Problem-posing Abilit

The research on "problem-posing ability" has attracted much attention from researchers and educators,and has become an important direction for international mathematics education research and China’s education reform.Among them,there is still room for research on students’ ability to pose problem in specific fields.In order to further develop students’ ability to ask questions,the research takes the field of graphics and geometry as the starting point to understand the current status of students’ ability to ask questions in graphics and geometry.Based on relevant literature at home and abroad,this study constructs a problem-proposing ability evaluation system based on existing problem formulation ability evaluation standards,and designs a problem proposing ability test paper in the field of graphics and geometry.Grade 6 students from G Province,S Province,T City and S Province were selected to investigate the current situation of their ability to propose problems in the field of graphics and geometry,and the main research questions were as follows: first,The overall level of ability to pose mathematical problems in the field of graphics and geometry is low in the sixth graders,with the vast majority at level 1,some at level 2,and a very small number at level 3.In addition,their performance in each question is different,mainly because the vast majority of students are at the passing level or above in question 1,and the performance in other questions is mediocre,especially in question 4,the score is low,and students cannot posing more valuable and meaningful math problems under the requirements of this task.2.Different evaluation dimensions,students’ performance is different.Among them,students’ solvability,rationality,fluency,situational and linguistic ability qualities are concentrated at the highest level,structural and adaptability are at a low level,and novelty and complexity are at the lowest level.;Second,the specific demonstration of the ability of sixth graders to present mathematical problems in the field of graphics and geometry;Third,the performance of students’ ability to propose mathematical problems in the field of graphics and geometry in different regions;Fourth,the performance of students’ ability to pose problem in different situational tasks.Using relevant test questions,relevant data were collected and analyzed according to evaluation criteria,and the research conclusions are as follows:1.The overall level of mathematical problem ability of primary school students in the field of graphics and geometry is low,most of them are at level 1 and level 2,students can basically propose solvable,reasonable and clearly expressed mathematical problems,but the problems raised lack innovation,the problem type is relatively single and simple.2.Different evaluation dimensions,students’ performance is different.Among them,students’ solvability,rationality,fluency,situational and linguistic ability qualities at the highest level,structural and adaptability are at a low level,and novelty and complexity are at the lowest level.3.Students in different regions perform differently in various tasks and different situational tasks,students in C 、 T and SC Province perform the best,followed by in SD Province and poor performance in G Province,indicating that the level of questioning ability of grade 6students may be affected by other environmental factors to a certain extent.4.Grade 6students have different performance in different situational tasks,mainly because they are good at asking more valuable and meaningful math problems in structured situations,followed by semi-structured situations,and the performance of problem posing in free situations is not as good as the other two situations.Based on the above research conclusions and the research on the existing literature,corresponding strategies are proposed to improve the ability of primary school students to ask mathematical problems: 1.Create a good problem situation,enhance students’ interest in problem-posing,and make students enjoy posing questions;2.Create an atmosphere conducive to posing problem,encourage students to ask questions in the classroom;3.Based on the characteristics of students’ questions,teach according to their aptitude.