A Case Study Of Mathematics Learning Behavior Of Mathematically Gifted Students In Primary School

Mathematics is the most fundamental discipline for technological innovation,and the cultivation of mathematically gifted students is directly related to the cultivation of a country’s scientific and technological talents.Previous studies have shown that the mathematical talents of mathematically gifted students often manifest at an early age,and in recent years,mathematically gifted students in primary school have gradually received attention.Mathematically gifted students,as a special group in the school learning group,have distinct characteristics in their mathematics learning behavior.The fourth grade of primary school is a period of transformation in students’ thinking,and the differentiation of mathematics learning begins to become prominent.Therefore,a case study was conducted on mathematically gifted students in the second stage of primary school to summarize their unique mathematical learning behaviors,explore influencing factors,and propose training suggestions for mathematically gifted students.The aim is to help these students fully unleash their mathematical potential and lay a solid foundation for future mathematics learning.This study includes the following aspects:In the introduction section,the research background is first elaborated,and a literature review is conducted on "mathematically gifted students" and "mathematics learning behavior".Based on this,the research questions are clarified,core concepts are defined,and research ideas and methods are determined.The second part mainly introduces the implementation process of the study.Firstly,in the two internship classes where the author was located,three mathematically gifted students were selected based on their math grades,teacher recommendations,and a one week in class observation and post class communication guidance;Secondly,classroom observation and interview methods were mainly used to conduct case studies,collecting,organizing,and analyzing research materials related to mathematical learning behavior,and introducing the theoretical analysis framework of this study.The third and fourth parts summarize the behavioral characteristics of mathematically gifted students at four levels: mathematics learning motivation,mathematics learning attitude,mathematics learning strategies,and attention,and explore the influencing factors of their mathematics learning behavior.The third part is "Approaching and Understanding",which involves describing and analyzing classroom observations to gain a preliminary understanding of the mathematical learning behavior of three students in class.Because the learning behavior exhibited by students in class is a microcosm of their entire learning behavior,and is only some superficial and explicit behavior,in the fourth part of "Analysis and Reflection",in-depth analysis of their mathematical learning behavior is carried out through the analysis of interview materials,mainly including two dimensions.The first is to reveal the "what" mathematical learning behavior of mathematically gifted students is,summarize and summarize the characteristics of their mathematical learning behavior at various levels;The second is to explore "why",that is,to place mathematical learning behavior in the personal experiences of mathematically gifted students and explore influencing factors.The fifth part summarizes the main conclusions of this study,proposes training suggestions for mathematically gifted students based on the survey results and existing literature,and reflects on the shortcomings in the research implementation process.Based on this study,research prospects are proposed.This study found that the cultivation of mathematically gifted students still mainly relies on their families,lacking support from schools and society.Therefore,this study will propose training suggestions for them at the national,school,teacher,and family levels,in order to meet the development needs of them and fully utilize their mathematical abilities.Specifically,the country should establish correct guidance and strengthen strategic leadership;Schools should base themselves on the actual situation of their own schools and broaden their training paths;Teachers should uncover the code of talent and implement individualized teaching;Parents should pay attention to early talent and intervene and guide in a timely manner.