数学课堂是教师与学生进行交流的基本环境背景，而TIMSS1999录像研究的数据结果表明，课堂教学过程主要是以学生学习解决问题为主。因此，针对数学课堂上使用的问题进行的研究对于解读课堂教学的基本特征十分重要。本文基于LPS项目三位教师的课堂录像对教师课堂上使用的数学问题进行了研究。从四个维度对课堂数学问题进行考察。1.从课堂教学中上所使用的数学问题的来源出发，考察三位教师课堂上教材使用情况。2.从课堂教学中数学问题的设置原则和不同原则下的问题形式出发，研究教师设置课堂上的数学问题所遵循的原则以及各个原则下的基本问题呈现形式。3.从课堂教学中数学问题的难度出发，研究不同教师课堂数学问题的难度上的差异以及具有的特色。4.从课堂数学问题处理过程的师生行为出发，比较相同教师的课堂上教师行为和学生行为之间的差异，以及不同教师的课堂上教师之间的差异和学生彼此之间的差异。获得结论包括：(1)数学问题来源及处理速度具有明显差异；(2)课堂数学问题的设置原则差异与共性并存；(3)课堂数学问题难度揭示教师关注学生群体的不同；(4)课堂数学问题处理时间上的差异呈现出三种不同的问题处理方式；(5)“回答问题”揭示课堂活跃性的差异。同时，综合考虑各个维度获得的数据和结论，探讨了产生各种差异的原因及各个方面间的互相影响。结论包括：(1)正是从课堂数学问题处理时间这一角度的研究，我们发现教师对课堂数学问题的处理方式是影响课堂数学问题处理速度的一个原因；(2)从课堂数学难度这一角度的分析，发现难度较大的数学问题的处理时间较长，所以数学问题难度也是影响课堂数学问题处理速度的原因之一；(3)而造成不同课堂数学问题处理过程中，学生的在“回答问题”上的表现出现巨大差异的原因，是教师不同的引导方式的结果。(4)教师更多地通过教材上原题巩固知识，通过“非教材”问题启发学生。最后，总结以数学问题的分析为焦点，研究代数课堂教学获得的结论：(1)教师在课堂上对教材的使用呈多样性；(2)代数课堂教学过程仍然以解决数学问题为主；(3)教师分别设置多样形式的课堂数学问题；(4)学生总体课堂参与量与教师接近。

Mathematics classroom is the main place of the teacher and students exchange their idea, The TIMSS1999 video recording research data result indicated that the classroom mainly is by solves the problem primarily. Therefore, it is important to research the mathematics question is used by teachers in their classroom. This article is mainly research the mathematics question in classroom used by teachers. Mainly to carries on the classroom mathematics question from four angles to carry on the inspection. One, focuses on mathematics question origin which uses in the classroom, inspects the difference between the three teachers on this problem. Two, focuses on mathematics question establishment principle and the forms under different principle. Study the principle of teachers following and the forms of the question on every principle. Three, focuses on the question difficulty, study the difference and characteristics between the three classrooms. Four, focuses on the behavior of the teachers and their students during solving the mathematics question, compare with the teacher’s behavior and student’s behavior in one classroom and different classrooms. The conclusion includes that: (1) Mathematics question origin and the processing speed have the obvious difference. (2) The difference and general character coexisting on mathematics question establishment principle. (3) The characteristic of mathematics question difficulty promulgates the emphasis point to be different on teacher classroom instruction. (4) The difference of mathematics question solution time promulgates three different questions processing mode. (5) “Answer the question” promulgates the difference on participation in classroom. This article analyses the reason of the difference overall and the mutual influence each aspect. Obtains the conclusions includes that: (1). Mathematics question processing mode is a reason of affects the speed. (2). Question difficulty is a reason of affects the speed. (3). Teacher’s classroom guidance way affects student’s “answer the question”. (4). Teachers steady the knowledge by the questions of textbook and inspired students by other questions. Finally, summary the conclusions of research on algebra classroom teaching from the point of view of mathematical analysis. Include that, (1). The use of textbooks showed diversity in the classroom. (2). Classroom teaching and learning process to solve the mathematical problem-oriented. (3). Teachers set diverse forms of mathematics question. (4). The quantity of class participation of students is closed to their teachers.