Construct Mathematical 'point Of View Of Creative Thinking

This paper mainly discusses some questions about mathematical education in high school on the base of philosophy and psychology of constructivism .It focus on the following questions : the characters of creativity thinking and its forms in mathematical learning ;The differences of creativity' s levels which are caused by constructional level' s differences and so on . There are three chapters .Chapter 1.- The theoretic summary about constructivism and creativity thinking in mathematics of high school . According to re-understanding and analysis of philosophy and psychology of constructivism, we have identified that the creativity really exists in mathematical learning and affirmed the significance of " the re-creation". So the paper discusses the characteristics of creativity thinking further in mathematic learning on the perspective of constructivism from the following points : characteristics of mathematic thinking, procession of creation for mathematics, object of creation and outcome of creation. Meanwhile, the paper also makes a conclusion for the three forms of creative thinking .It is seen in the procession of creation of concepts and definitions as well as in resolution and the forming procession of the cognition structure.Chapter 2 : The research on creative thinking in mathematics on theconstructivist perspective--the relationship between the differences ofconstructive levels and creativity levels . This chapter introduces our experiment and explain our experiment' s results. According to the results, firstly we identify that there are three differences in the constructive results: the extent of cognition, the start of cognition, the graph of cognition. Basing on the results, we realize the students' differences and their questions in mathematical learning. Secondly, according to the Pearson pertinence test, one-sample T test, a conclusion can be gained that they have pertinence between the constructive levels and the students' performances?Thirdly because of the differences in the constructive levels, the students have the differences in the course of creativity. These differences are explained in nine aspects.Chapter 3: the cultivation of the creativity thinking under the constructivist perspective. In one hand, the factors that affect the developments of the creativity thinking in the course of construction are illustrated. Combining the research of mathematical learning' s psychology, some factors which affect mathematical learning in high school, for example, metacognition, experiences in mathematics, personality and educational environment and so on, are to be summed up. In the other hand, we bring some suggestion about how to cultivate the creativity thinking and discuss these contents from mathematical teaching and curriculums.