A Case Study Of The Mathematical Problem Posing Process Of Gifted Students In High School Mathematics

In recent years,with the vigorous promotion of quality education and the deepening of curriculum reform,the importance of problem-posing in China’s mathematics curriculum has deepened,helping teachers to explore and develop the innovative consciousness and potential of students at different levels.In addition,under the guidance of the fundamental task of "establishing moral education",the assessment of students should not only be result-oriented,but also focus on the dynamic process involved.At the same time,with the maturity of problem-posing research,understanding students’ thinking and cognitive characteristics from a process perspective has started to receive more attention,which helps teachers improve teaching methods and enhance teaching quality.Therefore,this study investigates the characteristics and thinking processes of students in mathematics problem posing,taking gifted students in high school mathematics as an example,and aims to answer the following three questions.First,what are the characteristics of the procedural aspects that gifted high school mathematics students go through in the process of problem posing?Second,what are the strategies used by gifted high school mathematics students in the problem posing process?Third,what are the characteristics of the cognitive processes that gifted students in high school mathematics go through in problem posing?The following conclusions were obtained from this study.Among the procedural aspects of problem posing for gifted students,the contextual analysis and problem-solving sessions accounted for the largest proportion of time.Although all seven sessions in the framework are involved,the setting session is often closely linked to the generation.And the whole questioning process showed a certain recursive pattern rather than proceeding linearly.In terms of subprocesses,the gifted students both appeared to perform outside of the framework description in the contextual analysis and evaluation reflection sections.In terms of strategy use,both gifted students employed rich questioning strategies in the process to guide their question generation,especially the use of linking strategies was more evident.Analysis of the cognitive processes of the gifted students from an information processing perspective revealed that they were not only able to sharply filter out key information in the context,but were also able to explore and discover links between information from time to time,showing an alternating cycle.