A Study On The Relationship Between Mathematical Abstract Literacy And Mathematical Problem Posing Ability In High School Students

Mathematical abstraction is the basis for students to form rational thinking,and runs through mathematical activities.It also plays an important role in the process of students'cognition,understanding and application of mathematical knowledge.Mathematical problems are the heart of mathematics,and the learning of mathematical knowledge is naturally inseparable from finding and posing mathematical problems.With the inclusion of "problem proposing" into the mathematics curriculum standards in our country,the researches about the influencing factors and training strategies on students' problem posing ability have received more attention.The purpose of this study is to investigate the current situation of mathematical abstract literacy and mathematical problem posing ability of high school students,and to find out whether it has correlation between them,so as to provide theoretical and practical value for teachers to carry out teaching.The high school period is the critical period for the development of students'mathematical abstract literacy and problem posing ability.Taking 138 senior high school students from a middle school in Wuhan as the research objects,this study uses the method of empirical research to investigate the status quo and differences of mathematical abstract literacy and problem posing ability of students in different genders and class types,and explore the correlation between them.The research results are as follows:(1)In general,senior high school students make an average performance on the tests of mathematics abstraction,and the average score of Level 1 is the highest,while that of Level 3 is the lowest.About half of the students can meet the requirements of Level 2.There are no significant differences at the gender level in the score of mathematical literacy,but there are significant differences between different classes.The performance of students in experimental classes is better than that of students in ordinary classes.(2)The overall level of mathematics problem posing ability of senior high school students is relatively high,but there is a big difference between the highest score and the lowest score.By analyzing the scores of each level,the average score of students in Level 1 is the highest,while the average score and the average number of posing problems in Level 3 are the lowest.There are no significant differences in mathematical problem posing ability between boys and girls,but there are significant differences between different classes.The performance of students in experimental classes is better than that of students in ordinary classes.(3)There is a significant positive correlation between mathematical abstract literacy and mathematical problem posing ability of senior high school students,and the correlation coefficient is 0.58.Specifically,the higher the level of mathematical abstract literacy of high school students,the stronger their ability of problem posing.Finally,some teaching suggestions and the disadvantages of this study are presented.