A Study On The Teaching Strategy Of Mathematical Problem-posing By Junior Middle School Students

The study of teaching strategy of mathematical problem posing hasattracted more and more concern in the field of mathematical teaching. The reason whyit has become a hot research area is that innovation is the core competence incontemporary international talent competition and problem posing helps arousestudent’s innovation spirit and cultivate their creative ability. At the same time,Curriculum Standards for Compulsory Education (2011Edition) has set “finding andposing problem” as an important curriculum objective.Problem-posing in mathematical teaching is increasingly important. The way tomotivate problem-posing and teaching strategy for encouraging students’problem-posing are the focus of this study. Firstly, this thesis offers definitions forrelevant concepts such as “problem”,“mathematical problem”,“problem-posing”,“mathematical problem classification” and “good problem”. Then, the author carries outa questionnaire survey among students and mathematical teachers of Junior Grade2ofhis school. The findings show that junior middle school students have weakproblem-posing consciousness; most of their problems are at a low level; their inabilityto pose high-level bears relevance with their weakness in effective problem-posingmethod and their low self-reflection level.In view of this situation, this study seeks to find out the contributing factors forstudents’“mathematical problem-posing” from literature analysis and confirmation. Theauthor comes to the conclusion that mathematical context creation is the basis for theirproblem-posing; master of problem-posing method is the key for their problem-posing;improvement of their self-reflection is the presupposition for their problem-posing level.Then, in line with these three contributing factors and the author’s teachingexperience, this study explores the teaching strategies for motivating problem-posing:1.creating mathematical context for enlightening problem-posing2. teaching the methodfor mathematical problem-posing3. strengthening student’s meta-cognition4.encouraging student’s cooperation, exchange, doubt and critique5. includingproblem-posing as an index in mathematical assessment system and showing theseteaching strategies in two typical video cases.Lastly, by interview with students and mathematical teachers, this thesis displaysthe effects by adopting these strategies which are shown in students betterconsciousness in problem-posing, their ability to pose more high-level problem andgreater self-reflection; mathematical lesson is more lively.