Survey Of High School Students' Reasoning And Proof "learning

In order to adapt to the rapid development of knowledge-based society, in ourmathematics education we should pay more attention to fostering comprehensivecapable people with subsequent learning ability. At the same time, the period of highschool is a special stage where the adolescent are in the process of individualsocialization and mature development of thinking, so senior high school is a criticalperiod for learning ability training. The high school mathematics learning is not onlytoo much but too difficult, students need to obtain a certain ability of reasoning andproof to ensure that subsequent learning ability in the knowledge society. At present,mathematics teaching in our country can still not completely get rid of theexam-oriented education state, which causes too many students not actively to findproblems and to analyze and solve problems. These reflect the serious weaknesses inthe ability of mathematical reasoning and proof. Therefore, this study explores thelearning status of high school students’ mathematical reasoning and proof with sometheoretical and practical significance.According to the reasoning and proof requirements for high school studentswritten in The full-time high school mathematics curriculum standards (experimentalversion), this investigation has designed the mathematical reasoning and proof ofgrade proficiency test volumes, and selected360students as the research subjectswhich come from three different high schools including three grades for the volumetest. In the end, I obtained the high school students’ development characteristic ofreasoning and proof ability.Using the SPSS software, I have accessed the following four conclusions afteranalyzing the volume of the test data. Firstly, in the development characteristics ofgrade differences, the high school students already have certain abilities of reasoningand proof with the changing of grades. Secondly, in the development characteristics ofgender differences: boys’ reasoning and proof ability is higher than girls, especiallythe deductive reasoning ability. But the girls’ reasoning and proof ability are relativelystable. Thirdly, in the development characteristics of differences between urban and rural areas, students’ reasoning and proof ability from city schools is significantlyhigher than those from the rural. Fourthly, in the development characteristics ofdifferent areas, no obvious differences have been found between different areas of thehigh school reasoning and proof ability.According to the above investigation and study analysis, I have got the followingsuggestions: First of all, teachers should make best of the critical period—high-grade2to training and improve the reasoning and proof ability. At the same time, teachersmust intend to regulate the flexibility of the subject reasoning and proof, narrowgender differences in mathematical reasoning and proof capabilities, and eventuallyraise the level of reasoning and proof. Thirdly, internal and external effective teachingshould be carried out in all regions and increasing teaching experience exchangeactivities about reasoning and proof.