Study For Relationship Between Cognitive Style And Mathematical Problem-posing

As the significant concept to explain the differences of individuals, the cognitive style plays an important part in the psychological development of individuals. Furthering the research in cognitive style, not few psychologists relate the cognitive style to the creativity gradually. However, the direction of the cognitive style to the maths teaching practice hasn't taken into effects though. Furthermore, the research concerning the relationship between the cognitive style and the mathematical problem-posing has been so few that the discussion below will try to go deep into or even bring the correlation of two aspects into new ideas.Based on the analysis of the relative documents, the novel below defines on the question-posing, and summarizes the situation of the research on the question-posing referring to the common questions and maths field, such as the effective factors of the question-posing, the evaluation and the development of the ability in maths question-posing etc, going deep into the discussion of the relationship between the question-posing ability and maths creativity, and then puts forward the ability of maths question-posing including four aspects, the fluency, the flexibility, the originality and the level. The research adopts the designs on the combination of 2(two situations)×2(two cognitive styles)×4(the ability of question-posing) and applies"Embedded Figures Test"to the test of the cognitive style on the interviewees, and then make a choice on the groups of the interviewees in the field independence and the field dependence according to the results of the tests. Besides, the research requires all the interviewees to make the question-posing in both of the situations, and then combines with the statistics methods focusing on the Crosstabs, the Analysis of Variance, the Log linear etc. to analyze the testing results. The results of the survey suggest:The results of the survey suggest:1. It's remarkable for the correlation between the cognitive style and the fluency and the originality of question-posing but not for the correlation with the flexibility of the question-posing. Besides, the fluency and the originality of question-posing in field independence will be higher than the one in field dependence.2. The sex had no influence on the cognitive style and the fluency of question-posing. The difference concerning about the whole level of the originality of question-posing between boys and girls is not notable. However, the number of low-originality in girls is less than boys. The sex has an effect on the extent of the correlation between the cognitive style and the originality of question-posing. In this situation, boys are higher than girls.3. The mathematical achievements also have little influence on the correlation of the cognitive style. In Situation 1, maths achievements are not related to the flexibility of question-posing. On the contrary, they're related to each other in Situation 2. If the students have a better achievement, they will also have a stronger ability in the flexibility of question-posing. Moreover, it is remarkable for the correlation between maths achievement and the originality of question-posing. The better the students'achievements are, the higher the originality of question-posing is. In Situation 1, the correlation between the cognitive style and the originality of the question-posing is getting weak, with the maths achievement increasing4. The number of question-posing of the field independence is to be fewer in Pre-structural Level and Uni-structural level than the one of the field dependence. The number in Multi-structural Level and Relational Level will be closer though. While the diversity in Extended Level and Abstract Level is more striking. In total, the level of question-posing in the field independence is higher than the field dependence.