A Survey On The Current Status Of Mathematical Problem-posing Ability Among Junior High School Students In Qingda

In the 21 st century,the development of students’ ability to formulate mathematical problems has become a hot issue in education in various countries.The "Compulsory Education Mathematics Curriculum Standards(2022 Edition)" issued by the Ministry of Education of China highlights that students should find and formulate problems in exploring the relationships embedded in real situations.However,it is difficult to implement the requirement of developing students’ problem-solving skills in junior high school classrooms for various reasons.It is worthwhile to investigate whether the problem-solving ability of middle school students in Qingdao,has met the requirements of the new curriculum.Based on the compilation of literature,this study used questionnaires,tests,and quantitative analysis to investigate the following two main questions:(1)What is the current status of middle school students’ problem-posing ability in mathematics in Qingdao?(2)What are the factors that affect the problem-posing ability of junior high school students in Qingdao?Taking the seventh and eighth grade junior high school students in three middle schools in Qingdao as the research objects,using questionnaires and test papers,and organizing and analyzing the data through Excel and SPSS software,we got the conclusions:(1)the overall level of mathematical problem posing ability of seventh and eighth grade junior high school students in Qingdao is average,the level is different in different contexts,and the scores of the three dimensions of ability in the same context are different;students have a good understanding of posing mathematical problems;(2)Students’ ability to ask mathematical questions was significantly correlated with students’ grade level and mathematics achievement;students’ ability to ask mathematical questions was not correlated with gender or attitude.The following suggestions were made in response to the results of the study and in the light of their own teaching practice:(1)innovative instructional design;(2)adapt traditional teaching materials;(3)develop students’ mathematical literacy;(4)improve students’ problem awareness.