Research On The Evaluation Of The Level Of Mathematical Problem-posing Of Senior Two Students

In recent years,students' mathematical problem-posing ability has received widespread attention from the mathematics education community and society,and more and more countries have added students' problem-posing ability as an important component to the curriculum objectives.There is also a growing number of scholars who have conducted research on the evaluation of students' level of mathematical problem-posing.At present,although there are many frameworks for evaluating students' problem-posing level,a scientific,mature and universally adopted evaluation framework has not been established.In addition,most of the existing studies are aimed at primary school students and junior school students,and there are relatively few researches aimed at high school students,who are more mature in thinking.Therefore,the level of mathematical problem-posing of students,especially high school students,is still valuable to be studied.Firstly,through the literature review and the questionnaire survey,this study constructed a framework for evaluating students' problem-posing level,with the quantity,variety,and difficulty of problems as evaluation dimensions.Secondly,it was used to evaluate the results of mathematical problem-posing(results obtained by the test method)of 11th-grade students.At the same time,the semi-structured interview method was used to analyze the process of the 11th-grade students' mathematical problem-posing.An evaluation system that takes process and results into account was developed.In this study,179 students from two sophomore classes of key high schools and two sophomore classes of ordinary high schools in Jiangsu Province were selected as the research objects,and the current situation of their level of mathematical problem-posing was studied.The results of the study are as follows.(1)The students' level of mathematical problem-posing was average,mainly at Level 1 and Level 2.There were statistically significant differences in the students' scores in the three situations.The scores were highest in the semi-structured situation,second highest in the structured situation,and lowest in the free situation.(2)Students performed best in the quantity dimension,the difficulty dimension was in the middle,and the variety dimension was significantly worst.Under the three dimensions,the situation with the highest mean score was different.From the quantitative dimension,the average score of students in the structured situation was the highest;from the variety dimension,the average score of students in the semi-structured situation was the highest;from the difficulty dimension,the average score of students in the free situation was the highest.(3)Students from key high schools scored higher,while those from ordinary high schools scored lower,and there were statistically significant differences between the overall scores and the scores of each situation of students in two types of schools,and the differences were mainly in the variety dimension and the difficulty dimension.(4)The problems posed by the students were generally inspired by their previous experience in doing exercises.When evaluating their problems,students paid more attention to the solvability of the problems than others.This was also the difficulty that most students encountered in the process of posing problems.Based on the above research results,the following suggestions are given:diagnosing students' level of problem-posing and grasping the baseline of development;setting up problem situations and grasping the opportunity of development;studying strategies and methods for problem-posing and providing real-time guidance;organizing learning the framework for evaluating students' problem-posing level and guiding students to evaluate themselves.