数学教育学报2025，Vol.34Issue(2)：4-12,9.
初中生数学"问题提出"的认知过程比较研究
A Comparative Study of the Cognitive Process of Middle School Students'Mathematical Problem Posing
摘要
Abstract
In order to gain a deeper insight into the cognitive process of problem posing of middle school students in different task contexts,the study randomly selected 130 eighth-grade students as test subjects.Based on the developed Problem-Posing Performance Test and an existing evaluation framework,students'problem-posing performance was scored.Then,based on the scoring results,the top 5 students with the best performance and the bottom 5 students with the worst performance were selected for oral reports.An evaluation framework for the cognitive process of students'problem posing was constructed based on existing theories for comparative analysis.The study found that:(1)Most of the surveyed eighth-grade students had good problem-posing performance;however,there were deficiencies in the expansiveness and creativity of their posed problems.(2)The two types of students with different performances showed differences in their understanding of task contexts,selection of cognitive strategies,and problem expression during the process of problem posing:Students with poor performance often made blind attempts and expressed casually,whereas those with better performance were more adept at using cognitive strategies to extend their information outside of the context.(3)In the cognitive process of problem posing,students not only went through the basic stages of problem posing but also experienced the stages of pattern recognition and summarization.If students can recognize the patterns from problem situations,they can proficiently pose the problems.Additionally,low-performing students were able to pose innovative mathematical questions even in various task contexts.关键词
问题提出/问题提出表现/认知过程Key words
problem posing/problem posing performance/cognitive process分类
教育学引用本文复制引用
赵紫晶,陈算荣,蔡金法..初中生数学"问题提出"的认知过程比较研究[J].数学教育学报,2025,34(2):4-12,9.基金项目
中国高等教育学会2024年度高等教育科学研究规划课题——教育数学视域下基于"问题提出"的大学数学项目式学习和评价研究(24SX0304) （24SX0304）
