A Study On The Ability Of Fourth-grade Elementary School Students To Pose Mathematical Problems

Since "Compulsory Education Mathematics Curriculum Standards(2011 Edition)" put forward requirements on students' ability to raise questions,many experts,scholars and front-line teachers have paid great attention to students' ability to raise questions.The ability of question raising is of great significance to cultivate students' creative thinking.However,there are still many unsolved problems in the ability to propose problems.For example: the current situation of students' ability to raise questions,evaluation standards,etc.Based on domestic and foreign literature,this study developed a test paper suitable for fourthgrade primary school students' question raising ability from the perspective of understanding,selection,conversion and editing cognitive process,and constructed an evaluation standard for fourth-grade primary school students' question raising ability.This paper investigates the fourthgrade students in urban and suburban counties of Kunming City,Yunnan Province,and mainly studies the following questions: First,the current situation of the fourth-grade students' mathematical problems in urban and suburban counties of primary schools;Secondly,the characteristics and differences of students' ability to put forward problems in urban areas and suburban counties are analyzed.Third,whether there is a significant correlation between fourthgrade students' question raising ability and their attitude towards question raising.The relevant test questions were used to collect relevant data and analyzed according to the evaluation criteria,and the following conclusions were drawn:1.The fourth-grade students' mathematical problem solving ability is concentrated in the middle level.Students' performance is different in different evaluation dimensions.The fourth graders had the highest level of logical,situational and linguistic concentration,the lowest level of complexity and the lowest level of novelty.2.Fourth graders from different regions show different characteristics in the four cognitive processes.In the process of understanding and cognition,students from urban and suburban counties have certain differences,and in the process of choosing,editing and changing cognition,students from urban and suburban counties have similar performance.However,the students are influenced by the environment and show their own characteristics.3.Students' ability to propose mathematical problems in different regions is also significantly different.On the whole,there are significant differences between the scores of urban and suburban students in all the evaluation dimensions.From the perspective of different cognitive processes,there is no significant difference in the linguistic and novelty of the cognitive processes of conversion and editing.4.There is a certain correlation between the five evaluation dimensions.There is a significant correlation between the scores of students in each dimension.There is significant correlation between the dimensions of students in urban areas and the novelty of students in suburban counties.5.The scores of logic,situation,complexity and language of the fourth-grade students' problem posing ability are significantly correlated with the attitude of problem posing,problem solving and emotional value.