Affect The Ability Of The Pre-service Mathematics Teachers' Questions Survey And Research

Mathematical problem that stays at the hearth of doing mathematics is very important and essential components of mathematics teaching and learning. Recent years, the research on the mathematical problem posing has aroused widespread concern by domestic mathematicians and mathematics educators, not only because problem posing is the corn of mathematical learning and research, but also more important is that the development of mathematics starts with the problem, which repeats the process of a problem posed to a problem solved. A new curriculum reform pays close attention to mathematical problem posing in teaching, because problem posing can improve students’ability to solve problems and change students’attitude toward ways of learning mathematics, as well as help students to understand mathematics concept better and cultivate students’creative power, which all above are very important for mathematical innovative education.It is precisely because a new curriculum reform attach important to middle school students’ability of posing mathematical problems to an unprecedented degree, which puts forward high requirements for students in normal universities. Based on such goal, we give out questionnaire to make a preliminary investigation and understanding of junior students in Shaanxi Normal University. The aim is to find out how and what advantages and disadvantages of these pre-service teachers (juniors and seniors)’ability of posing mathematical problems, and whether these students’ posing ability can adapt to requirements of new curriculum reform, and what their views about mathematical problem posing. Than, we use Brown and Walter’s "what-if-not" strategy to train these students to improve their ability of posing problems and accommodate to new curriculum requirements. In the future, these students can teach their own students some ways and strategies of posing problem and enhance their own students’ confidence as well as interest of learning mathematics in posing mathematical problems’activity.Brown and Walter’s "what-if-not" strategy is a very useful way to pose problems in existing strategies. The strategy is used to pose a new problem by denying and changing an attribute or some attributes of the original problem. The strategy contains five steps:First, ascertaining object which can be a proposition、problem and concept; Second, analyzing the object and list each attribute; Third, thinking each attribute listed:"if this attribute is not the case, then it would be like";Fourth, according to analysis above, posing a new problem; Fifth, repeating the third and fourth step until all possible problems are formulated, choosing the new problem.This article is divided into five parts. The first part states the background、current situation purpose and importance of this research; The second part describes the existing research on the topic at the home and abroad; The third part states the research design and methods; The fourth part is the key point, including doing experiment、analyzing data and drawing the conclusion. The last part is the shortage of the paper and outlook for the future study.The results of this research: pre-service teachers have the habits of doubting and posing, but their problem consciousness is a little weak, the wish to pose problem is not strong, the habits and strategy of posing problem need to be strengthened. Be trained by "what-if-not" strategy, the quantity of problem posed is significantly more than before, but the quality of problem posed vary inconspicuously. That is to say pre-service teachers don’t understand the essence of "what-if-not" strategy really, they only imitate the strategy to pose problems.