A Study On The Mathematical Problem-posing Ability And Influencing Factors Of Eighth Grade Student

In the key competencies section of Compulsory Education Mathematics Curriculum Standards(2022 edition),it is proposed that the mathematical world should be observed from the perspective of real,through which quantitative relations and spatial forms can be found from objective phenomena in the real world,and mathematical problem-posing can be put forward.This reflects that the ability to mathematical problem-posing has always been highly valued.The current situation of students’ ability to mathematical problem-posing is investigated to find the factors that affect the ability to mathematical problem-posing,hoping to attract teachers’ attention to the ability to "problem posing" and provide valuable suggestions for teachers’ teaching,so as to improve teaching to a certain extent and enhance students’ ability to problem-posing.It has certain practical significance in enhancing students’ innovation consciousness and ability.Based on the current situation and influencing factors of eighth grade students’ ability to mathematical problem-posing,this study compiled the test paper of eighth grade mathematical problem-posing ability and the questionnaire of influencing factors of eighth grade mathematical problem-posing ability.Using the three-level evaluation standard of mathematical problem-posing ability compiled by Si Haixia,196 eighth grade students in S City were investigated online,and use statistical software to analyze students’ test scores and questionnaire results.The main research conclusions are as follows:1.Students’ ability of mathematical problem-posing is generally at a medium level,but the strategies of problem posing need to be improved.2.Students’ ability to express mathematics language is weak,and their ability to process information in the situation is poor;3.Mathematics achievement positively affects students’ ability of mathematical problem-posing;4.Mathematics learning motivation and students’ understanding of problem-posing have the most significant influence on problem-posing ability,There was a moderate correlation between mathematical problem-posing ability,math anxiety,self-efficacy and teachers’ teaching style.In view of the above conclusions,some suggestions are put forward: 1.Enhance students’ motivation of mathematics learning;2.Improve students’ sense of self-efficacy and alleviate math anxiety;3.Enhance students’ awareness of problems and improve their language expression ability;4.Teach students how to ask questions and strategies.