Study On The Role Of Mathematical Representation In The Development Of Pupils 'Ability To Ask Questions

At present,mankind has entered an era of knowledge economy marked by innovation.Innovation begins with problems.With the deepening of mathematics curriculum reform in basic education in China,the important task for teachers is how to guide students to find,propose and solve problems from the perspective of mathematics.Based on this,more and more attention has been paid to the research of "asking questions" by students.At present,the cultivation of students' ability to raise questions at home and abroad mainly focuses on the teaching mode of raising questions,while there are relatively few in-depth studies from the perspective of representation or situation.Therefore,this research from the Angle of mathematical representation,selection of Tianjin NanKai district of the three primary school grade five students as the research object,the integrated use of questionnaires,classroom observation and statistical analysis,the method of combining ability analysis of primary school students to ask questions and mathematical characterization of the development of the status quo,on this basis,the symbolic images,text representation and to explore the characterization of different mathematical representations of the role of elementary mathematics question ability.The main conclusions of the study are as follows:1.The development status of metacognition of questions raised by students:From the perspective of metacognition,there are significant differences between male and female students in the emotional and reflective factors of metacognition.In the development of metacognition,the metacognitive performance of emotion is the best,while that of reflection is the worst.2.Development status of students' mathematical representation:From the perspective of metacognition,there are significant differences between male and female students in metacognitive strategies,cognition,planning and regulation.The cognitive performance was the best and the regulatory performance was the worst.3.Correlation between different mathematical representations and questions raised:First,when facing the same situation,students' ability to raise questions through pictorial representation is better than symbolic representation and literal representation.Second,compared with other mathematical representations,the written representation plays a role in the novelty of the questions raised by students.On this basis,relevant teaching Suggestions are put forward: first,in the teaching process,stimulate students' interest in raising questions,and guide students to reflect after students raise questions;Second,in the process of education and teaching,students' ability to raise questions is cultivated by presenting different ways of representation,especially the function of picture representation.Thirdly,cultivate the novelty of students' ability to raise questions through appropriate character representation.