A Study On The Relationship Between Junior High School Students' Thinking Patterns And Their Ability To Pose Mathematical Problem

Mindset refers to a mental attitude or disposition that predetermines a person’s intelligence level or ability,which mainly includes fixed mindset and growth mindset.Everyone has their own mindsets,and individuals with different mindsets hold different beliefs or views about human traits.Previous studies have found that mindsets have an important impact on students’ learning processes and outcomes.There are many studies on the relationship between mindsets and students’ achievement,while there are few studies on the relationship between mindsets and mathematical problem-posing ability.Therefore,this study explores the relationship between junior high school students’ mindsets and mathematical problem-posing ability through questionnaire survey,mathematical test and interview analysis,in an attempt to cultivate students’ growth mindset and improve mathematical problem-posing ability.The research questions mainly include:(1)What is the status of junior high school students’ mindsets?(2)What is the status of junior high school students’ mathematical problem-posing ability?(3)What is the relationship between the mindset of junior high school students and their mathematical problem-posing ability?The research objects of this study are the students of three grades in junior high school.The sample selects 281 junior high school students in Hedong District,Tianjin to conduct a questionnaire survey.The questionnaire adopted the GMS compiled by Dweck(2006)and revised by Xiaoyu Jia(2018)to investigate the current situation of junior high school students’ mindsets.With reference to the test questions in the large-scale research projects,the Test Volume of Junior High School Students’ Mathematical problem-posing Ability was compiled to investigate and study the current situation of junior high school students’ mathematical problem-posing ability.In addition,10 junior high school students with different mindsets and mathematical problem-posing ability were selected in the questionnaire survey and test paper for semi-structured interviews.The interview outline was adopted to conduct an interview research on the current situation of junior high school students’ mindsets and mathematical problem-posing ability and the relationship between them.Through the above analysis,the following research conclusions can be drawn:(1)The proportion of fixed mindset and growth mindset of junior high school students is equal,the number of students with attitude towards challenge growth mindset is more,but the number of students with cognition dimension growth mindset is less;Junior high school students with different class cadres,parents’ attitude and self-achievement orientation have different mindsets.(2)The mathematical problem-posing ability of junior high school students is general.In the three sub-dimensions,the linguistic and essential features of the problems are relatively good,but the mathematical features of the problems are insufficient.Problem situation will affect junior high school students’ mathematical problem-posing ability;Junior high school students with different grades,class cadres,parents’ attitudes and self-achievement orientation have differences in the mathematical problem-posing ability.(3)There is a strong correlation between the mindsets of junior high school students and their mathematical problem-posing ability.The growth mindset of junior high school students has a significant positive impact on their mathematical problem-posing ability.Based on the conclusion,suggestions are put forward: Adjust the understanding of oneself:pay attention to family factors and realize effective interaction among parents,teachers and students;optimize the attitude towards challenges: pay attention to all students and grow up in the process of meeting challenges.Focus on the mathematical characteristics of problems: pay attention to the cultivation of the quality of students’ mathematical problems,and guide students to put forward complex and novel problems;create appropriate situations to stimulate questioning awareness;emphasise the difference of achievement and reserve necessary knowledge;pay attention to the positive role of growth mindset in posing mathematical problems.