数学问题提出是数学教育中至关重要的研究方向，但是针对问题提出的研究，依然处于起步发展阶段，在未来有很大的发展空间。在过去的研究中，问题提出方面的课题通常以问题提出是什么，问题提出的过程以及问题提出带来的影响来展开，而对于问题提出对于教育教学未来发展的作用，以及问题提出如何发挥在教育中的积极作用，仍然处于探索阶段。所以，本文对于初中学生数学问题提出的年级差异进行研究。基于一份关于数学问题提出的问卷，对初中不同年级的学生提出的数学问题进行分为五类，并对每一类进行编码赋值，最终用统计方法进行研究，以此来挖掘初中生问题提出背后的对于数学问题的理解以及基础知识掌握。本文对学生提出的问题赋值，并进行数据处理。采用对比的形式来进行不同学校的各个年级学生提出问题的总数和提出各类型问题的数目，并采用更直观的统计图表方式将差异展现出来。除此以外，本文还用到数学期望，不仅表示了不同年级问题提出平均值的差异，还展示了学生提出问题的发展趋势。根据多样的方法，来研究初中学生问题提出的差异。研究表明，相对于七年级和八年级学生来说，九年级学生更倾向于提出概括性强的问题，且提出的问题总数接近于考试中解答题问题数目，这表明九年级学生的数学逻辑相对于七年级、八年级学生而言，有所提升。而七年级、八年级学生倾向于提出数量更多的问题，这表明七年级、八年级学生的1概括能力较差，且提出的问题考察更接近于小学数学知识点。

    Mathematical problem raising is a very important research direction in mathematics education, but the research on problem raising is still in its infancy and has a great space for development in the future. In the past research, the topic of question raising is usually carried out by what question raising is, the process of question raising and the impact of question raising. However, the role of question raising for the future development of education and teaching and how question raising plays a positive role in education are still in the exploratory stage. Therefore, this paper studies the grade differences of junior middle school students' mathematical problems. Based on a questionnaire about mathematical problems, mathematical problems raised by students of different grades in junior middle school are divided into five categories, and each category is coded and assigned, and finally studied with statistical methods, in order to dig the junior high school students behind the problem of mathematical understanding and basic knowledge. This paper assigns values to the questions raised by students and conducts data processing. In the form of comparison, the total number of questions raised and the number of questions raised by students of different grades in different 3schools are compared, and the differences are shown in more intuitive statistical charts. In addition, mathematical expectation is also used in this paper, which not only shows the difference of average value of question raising in different grades, but also shows the development trend of question raising by students. According to a variety of methods, to study the differences of junior high school students' questions. The research shows that compared with seventh and eighth grade students, ninth grade students tend to ask more general questions, and the total number of questions asked is close to the number of questions solved in the exam, indicating that the mathematical logic of ninth grade students has improved compared with seventh and eighth grade students. However, students in grade 7 and 8 tend to ask more questions, which indicates that students in grade 7 and 8 have poor generalization ability, and their questions are closer to the primary school mathematics knowledge points.