Abstract
This chapter focuses on the research question ‘How do eighth-grade Chinese students perform in an assessment of mathematical problem-posing ability?’ To answer this question, a set of indicators and frameworks for evaluating students’ mathematical problem-posing abilities as well as instruments for testing mathematical problem-posing ability were developed. In this study, 1210 eighth graders were selected as research subjects using two-staged cluster sampling method. The results indicated that the overall performance of students’ mathematical problem-posing abilities was not significantly good. Most students were able to imitate given problem structures and generate problems. Few students had the capacity of dealing with problem-posing tasks in free situations and integrating other knowledge or experience into creating mathematical problems. The study also examined the differences in problem-posing abilities in terms of region and gender and stated certain implications.
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