Research On The Level And Influencing Factors Of Mathematics Problems For Junior High School Students

The existence of exam-oriented education makes people generally emphasize the importance of students’ problem-solving ability and neglect the cultivation of students’ problem-solving ability.In recent years,our country has gradually begun to pay attention to the cultivation of students’ ability to pose mathematical problems.How to effectively train students’ ability to pose mathematical problems has also become a hot topic in recent years of mathematics education research.At present,what is the level of students’mathematics questioning in our country,what are the factors that affect it,how these factors affect,and how to evaluate and cultivate the students’question-raising ability,these are topics that we need to study in depth.This research uses the literature method to expound the related theories of the level of mathematics problems and its influencing factors.230 seventh-grade students are selected as the research objects to conduct a preliminary study on the level of mathematics problems of junior high school students and their influencing factors.From the two levels of quantity(original quantity,effective quantity,heterogeneous quantity,fluency quantity)and quality(innovation,flexibility,complexity),a total of seven dimensions provide for the status quo of students’ questioning levels and issues between different genders.The differences in levels were investigated.At the same time,five factors including mathematics academic performance,mathematics learning motivation,growth-oriented thinking,mathematics anxiety,and mathematics self-concept were used as the main influencing factors of this research.Correlation analysis and multiple linear regression analysis were adopted.The following conclusions are drawn:1.Most students are willing to try to ask questions and the math problems they ask are effective,but the number of heterogeneity and fluency of students’questions has decreased significantly,and most of the problems that satisfy heterogeneity satisfy fluency.2.The student’s question puts forward that the number of high-segment students with innovative dimensions is very small,and most of the students’scores are concentrated between 6-10 points.In the flexibility dimension,on average,each student can ask 4 different question types,and the number of students with scores of 3-5 points is the largest.The number of students in the high segment of the complexity dimension is small,and the scores vary greatly among students.Students’ level of questioning in the three dimensions of innovation,flexibility,and complexity needs to be improved.3.There are significant differences between boys and girls in the level of questioning.The level of questioning of girls is significantly higher than that of boys.4.The academic performance of mathematics has a significant positive impact on the various dimensions of the level of questioning;the motivation of mathematics learning only has a significant positive impact on the heterogeneous number of the level of questioning;the growth-oriented thinking has a significant positive effect on the effective number,flexibility,and flexibility of the level of questioning.Complexity has a significant positive impact;mathematical anxiety and mathematical self-concept have no significant impact on all dimensions of the level of questioning.In response to the above research conclusions,the following suggestions are put forward:1.Strengthen the cultivation of the heterogeneity and quality of students’math problems.2.Pay attention to the differences in the level of questioning of students of different genders.3.Pay attention to the positive effect of mathematics academic performance on the question.4.Pay attention to the positive effect of mathematics learning motivation on the question.5.Pay attention to the positive effect of growth-oriented thinking on the question.