A Study Of High School Mathematical Gifted Students On The Ability Of Solving Sequence Problem

In recent years,issues concerning the selection and training of gifted students have gradually entered the public's field of vision and have received more and more attention.And high school is a crucial period for gifted students to progress.At the same time,the sequence is one of the important knowledge content of high school mathematics.It can not only combine functions such as functions,equations,inequality and other knowledge content,but also contains mathematical core literacy such as mathematical operations,mathematical abstraction,logical reasoning.In this study,SOLO classification evaluation method was selected as the evaluation scheme.And the study used questionnaire and interview.By consulting relevant literature and consulting relevant experts,the author made questionnaires and issued them to 43 seniors in a key high school in Shanghai,and interviewed 2 students,a working teacher,and a mathematics competition researcher.And then the author conducted statistical and analytical research on the survey data.The research contents include: emotional attitudes,ability levels,and major errors of senior high school mathematics gifted students in solving sequence problems.The result shows: 1.Gifted students have accurate and deep knowledge and understanding of the sequence,and also recognize the importance of the sequence,but have no interest.2.The gap in the ability of gifted students to solve the sequence problem is large.And few gifted students are at the highest E level.The overall average is between the M level and the R level.3.Gifted students have different levels of problem-solving ability for different sequence types.4.Most of the errors that gifted students have when solving sequence problems are knowledge,strategy,and psychology.But logic and calculation are only slightly involved.The author also puts forward some suggestions for mathematics teaching: 1.Avoid utilitarian learning and focus on the cultivation and improvement of gifted students 'interest.2.The test questions should be novel and diverse to promote students' thinking and improve their interest.3.Pay more attention to the teaching of mathematical methods;4.Education departments can reasonably develop relevant school-based teaching materials.