Research On The Relationship Between Non-Intellectual Factors And The Ability Of Junior High School Students To Propose Mathematical Problems

The mathematics curriculum standard for compulsory education emphasizes the cultivation of core competencies in students,aiming to develop their ability to observe the real world from a mathematical perspective.This includes gradually fostering an awareness and habit of viewing the world through the lens of mathematics,as well as developing their curiosity,imagination,and innovative consciousness.In mathematics teaching,developing students’ ability to propose mathematical problems is an important means of cultivating their innovative consciousness.However,in the long-term exam-oriented education,students spend more time and energy to exercise their problem-solving ability.In mathematics learning,students generally lack problem awareness and rarely take the initiative to raise high-quality mathematical problems.How to cultivate students’ mathematical problemsolving ability in mathematics teaching has become an important issue for scholars.Exploring the influencing factors of students’ ability to propose mathematical problems is the starting point for developing effective strategies.Previous studies have shown that most scholars attribute the primary factors affecting the ability of junior high school students to propose mathematical problems to the student’s own knowledge structure,intellectual factors,external environment,and teacher’s level.However,the discovery and proposal of mathematical problems also involve the psychological process of students,which is more susceptible to the influence of non-intellectual factors.These factors,which do not directly participate in cognition,often have an indirect impact on students’ mathematical learning.This study aimed to explore measures and methods to cultivate the ability of junior high school students to propose mathematical problems from the perspective of non-intellectual factors.The study mainly used literature research,survey method,and statistical analysis.First,a survey was conducted to investigate the current status of non-intellectual factors and the ability to propose mathematical problems among ninth-grade students in two junior high schools in Hefei city.The data obtained from the survey was analyzed using correlation analysis and variance analysis in SPSS software to explore the relationship between nonintellectual factors and the ability of junior high school students to propose mathematical problems.The following conclusions were drawn based on the analysis results:(1)The non-intellectual factors of junior high school students are at a moderate level,and there is no significant difference between students from different schools.(2)The ability of junior high school students to propose mathematical problems is at a moderate level.Their performance in unstructured situations is better than those in semistructured and structured situations.(3)There is a significant positive correlation between the non-intellectual factors of junior high school students in learning motivation,emotion,attitude,will,character dimensions,and their ability to propose mathematical problems.The correlation between learning motivation,emotion,and character and the ability to propose mathematical problems is relatively strong.Non-intellectual factors are significantly positively correlated with students’ ability to propose mathematical problems in unstructured,semi-structured,and structured situations,with the strongest correlation in unstructured situations.Based on the above research and analysis results,specific teaching suggestions and cultivation strategies were proposed from the perspective of non-intellectual factors that influence students’ ability to propose mathematical problems,including cultivating students’ mathematical learning motivation,enhancing students’ learning efficacy,and developing their questioning spirit.