Research On The Effect Of Different Types Of Problem Situations On Students' Ability To Ask Mathematical Problems

The ability to ask mathematical questions is increasingly regarded as an important mathematical ability.From the occasional mention(1932,1936,1941)to the compulsory education mathematics curriculum standard(2001,2011),researchers have proposed More and more attention has been paid to mathematical problems,but "how did the problem come" and "what is the relationship between the problem and the mathematical information of the original situation" and so on have not been deeply considered.At present,the key ability to solve complex problem situations is regarded as an important dimension to measure the core literacy of mathematics.Therefore,it is undoubtedly worthwhile to study the role of different types of problem situations on the ability of junior students to raise mathematical problems.Research topics of interest.This research mainly adopts a combination of literature analysis method,interview method,test method and quantitative analysis research method,focusing on thinking and solving the following questions: What is the impact of different types of problem situations on students' mathematical problems? How do students think about mathematical problems in different types of problem situations? How to train students' ability to ask mathematical questions in teaching? Based on this,combined with the operational definition of the ability of students to askquestions under core literacy,through the preparation of measurement tools such as "A(A),A(B)" of Ability Tests for Math Problems for First Grade Students,the primary school of Nanyang District S in Guiyang One or four classes of students are tested for aptitude,and ten(16)percent of students are randomly selected for interviews to see how they think when they ask questions.Research indicates:(1)The role of students 'ability to ask mathematical problems in structured situations is higher than that in free situations in problem type,problem cognition,problem depth,and problem expression,and the role of students' ability to ask mathematical problems in free situations is higher in problem breadth.In structured situations;and the five types of question type,question cognition,question breadth,question depth,and question expression are significantly related to each other;(2)Students' ability to ask questions in structured situations is higher than their ability to ask questions in free situations;(3)The student's mathematics performance and teaching field have a significant impact on the ability of first-year students to ask mathematical problems,and the gender of the students has no obvious effect on their ability to ask mathematical problems;(4)Under different problem situations,structured problem situations are more able to attract students to pay close attention to the mathematical concepts involved in the situation information,thereby motivatingstudents to have a higher level of ability to ask questions;Finally,it provides relevant teaching suggestions on how to improve students' ability to ask questions.