The Investigation And Analysis For Mathematical Problem Posing Ability Of Junior High Students

Problem posing ability is increasingly considered to be one of the important ability in the mathematics curriculum, as the heart of mathematical activities. As one of the goals of mathematics curriculum, problem posing has been put high attention and promotion by NCTM in the90’s. The problem posing in mathematical activities, students can create and generate their own mathematical problems. Mathematical problems posing spontaneously can not only make important value to stimulate students’ creative thinking in mathematics, but also provide insight into the students’ understanding of important mathematical concepts and structures. On the other hand, performance of problem posing can reflect the nature of school mathematics activities. The importance of mathematical problems in the mathematics learning and teaching in China has been put more and more attention in the mathematics education field, the Ministry of Education has promulgated standards:"National Mathematics Curriculum for compulsory education (experimental draft)"(2001) and "compulsory education mathematics curriculum standards (2011Edition)" twice before and after, which has gradually aware that we must attach importance to cultivate the students ability of problem posing to implement innovation education and quality education of mathematics,11edition of the "standard" emphasize the importance on the discovery and the ability of posing mathematical problems requirements to further degree based on the analyzing and solving mathematics problems. This paper study on compulsory education of junior high school students as the research object, its investigation in the ability of posing mathematical problems, and study on the different performance level on creating and posing mathematical problem of junior high school students, followed by discussion and Analysis on it. First the paper summarized and reviewed domestic and foreign related research on problem posing in recent years, the evaluation of some progress on the problem posing ability, based on the integration of some of the existing evaluation methods and ideas, propose evaluation framework on mathematical problem posing ability of students, based on which the author presuppose three different levels of problem posing ability, on the preparation of this framework the author developed and compiled appropriate test, taking Shanghai as an example, sample was selected three schools in one district, a total of121grade eight junior middle school students were tested, and the test results have maked quantitative and qualitative analysis, drawing the following conclusions:1. The actual results of test of student ability in problem posing, consistent with the level of default.2. junior high school students in problem posing ability aspect in general is not high, many students on mathematical problem is fuzzy, generally in the level one and level two, fewer students can reach the level three;3. When the students posing or generating mathematical problem,they are good at taking life experience and knowledge of mathematics as the original information sources in the proposed mathematical problem;4. There was no significant difference between male and female students the ability in mathematics problem.