Investigation And Research On The Status Quo Of Mathematical Reasoning Ability Of Junior Two Students

The connotation of mathematical reasoning is studied.In general,mathematical reasoning is divided into reasonable reasoning and deductive reasoning.Further,reasonable reasoning is divided into analogy reasoning and inductive reasoning.Deductive reasoning is divided into direct reasoning and indirect reasoning;reference is made at home and abroad.The scholars construct the mathematic reasoning ability hierarchically and combine the level of cognitive development of junior high school students.The mathematic reasoning ability is divided into three levels;for the mathematics learning of the second grader students,the second grader’s math reasoning ability test volume is compiled to the urban and rural areas of Hangzhou.The second-second students of the school investigated and analyzed the results as a research object.According to the performance situation,the students were divided into three groups:excellent,good,and bad.In each of the three groups,one student was selected to observe its regular classroom learning activities and mathematics operations.The ability of reasoning performance was observed,and the actual mathematical reasoning ability was observed.Based on the investigation results,suggestions were made for teaching and learning,and the test process was rethought.The following conclusions are drawn:The performance of mathematic reasoning performance of junior two students is severely polarized.The overall deductive reasoning is better than the reasoning reasoning;the analogical reasoning and the inductive reasoning have little difference;the indirect reasoning is better than the direct reasoning;number and algebra and graph geometry.The performance is inferior to statistical probability and logical reasoning.The performance of numbers and algebra is better than that of graphs and geometry.The performance of logical reasoning is inferior to statistics and probability.The performance of graphs and geometry is poor.The growth of mathematical reasoning is a process of continuous improvement.Level 1,Level two and three levels gradually decreased,and there was a significant gap between levels;boys had better overall reasoning ability than girls,and there was no significant difference between the two;mathematical reasoning ability,reasonable reasoning,deductive reasoning,and mathematics academic achievement Positive correlation,and further regression analysis of the simulation of the regression equation;urban students’ mathematic reasoning ability overall performance is better than the towns and universities students’ mathematical reasoning ability,but the two groups have little overall difference.In addition,in the student’s actual mathematical reasoning ability investigation,it is found that knowledge influences students’ mathematical reasoning ability,and they perform well when they are familiar with knowledge,and they easily generate fixed positions in the context of familiar knowledge and reasoning.The disadvantage is that the sample has a small capacity and lack of investigation of teachers,and will continue to study in depth in the future.