Mathematics For Junior Two Students Investigation And Research On Question Posing Ability

In the current basic education,the ability to raise questions is increasingly valued.From the Compulsory Education Mathematics Curriculum Standard(2011 Edition)to the current 2022 Edition,the ability to pose problems is still regarded as one of the overall goals of the curriculum.This paper tests 227 students’ mathematical problem posing ability in two junior middle schools in S city of Zhejiang Province from the two dimensions of the number and quality of questions by using testing and investigation methods,and further divides the scientific ability evaluation criteria and specific research questions:(1)The current situation and level of problem posing ability of students in Grade Two.(2)To study the differences of junior two students’ mathematical problem posing ability in suburban,situational and gender aspects.(3)The research on the correlation between the ability of asking questions and mathematics achievement.(4)Research the influencing factors of the ability to ask questions.According to the above research questions,the test method and investigation method are used for practical exploration.227 students from two junior middle schools in S city of Zhejiang Province were tested.The research results are as follows:(1)More than 70% of the students can propose solvable mathematical problems with good problem awareness,but there are few types of problems,lack of novelty,and the overall problem posing ability is poor.(2)In the three situations,students in urban areas have higher ability to ask questions than those in suburban areas.Students in urban areas have the strongest ability to ask questions in a semi-structured environment,and the worst ability to ask questions in a structured environment.There is no significant difference between genders in the ability to ask questions.(3)The linear regression equation Y=8.776+0.900x(where x represents the test score of students’ mathematical problem posing ability)is obtained through the correlation and regression analysis between the ability to ask questions and their mathematical scores;The linear regression equation of the model Y=16.521+0.738x(where x is the student’s math learning score).(4)By cluster analysis and principal component analysis,it is concluded that students’ ability to ask questions is divided into three categories: one is affected by self-efficacy;The second is affected by mathematical anxiety,teaching methods and growth thinking;The third type is affected by the consciousness of raising questions.Among them,self-efficacy is the biggest factor affecting the ability to pose mathematical problems,followed by mathematical learning motivation,and finally mathematical anxiety.On the basis of the above quantitative and qualitative analysis and the influences,put forward some submits to improve the ability to raise questions in combination with the classroom:(1)Attach importance to class preparation and improve the awareness of problems;(2)Attaching importance to creating situations and cultivating students’ ability to question;(3)Attach importance to classroom questioning and cultivate students’ ability to express questions;(4)Pay attention to teaching students in accordance with their aptitude and adopt the principle of difference.