Practice and Research on Diversified Problem Solving Strategies in High School Functions

Abstract

As the new curriculum reform advances, high school mathematics teaching is gradually shifting from a single problem-solving model to the cultivation of diversified thinking. Functions, as a core component of mathematics, not only influence students’ performance but also play a crucial role in enhancing logical thinking and innovative abilities. This article, based on teaching practice and case analysis, explores the application of divergent thinking, reverse thinking, and the integration of numbers and shapes in solving function problems. The aim is to build a flexible knowledge network for students and improve their comprehensive mathematical literacy.