Study On The Influence Of Elementary Number Theory On The Logical Reasoning Competence Of High School Students

Under the promotion of curriculum reform over the years,constant changes can be embodied in the content and form of the college entrance examination.As a result of this kind of change,higher goals and requirements are proposed by teachers to cultivate the core literacy of students.In the field of mathematics education in this context,mathematics core literacy has become a hot issue,in which the related research is carried out from all aspects.By starting from the adjustment of teaching content,this thesis carries out quantitative analysis on the influence of learning elementary number theory on the logical reasoning literacy of students,so as to make the exploration on the effective path of cultivating the mathematics core literacy of students.When it comes to the main contents of this thesis,it covers two aspects.On one hand,the interpretation and teaching practice of the textbook Preliminary Elementary Number Theory is carried out.On the other hand,it adopts the method of control experiment to obtain the data of two science classes before and after the two tests under the intervention of single factor(elementary number theory course).This thesis determines the influence of elementary number theory learning on the logical reasoning literacy of high school students by comparing the differences between groups from the three perspectives of comparing the scores of the two tests before and after,the scores of different reasoning levels and the scores of different reasoning types.Two science classes in a high school of a township in Yueyang City are selected as the research object,which gets the conclusions as follows according to the data before test:1.No clear understanding of logical reasoning literacy and even mathematics core literacy is found among most of the students in the test class;2.The overall logical reasoning literacy of tested students is kept at a shallow level;3.The tested students do much better in deductive reasoning from the perspective of reasoning type,while they have weak performance in plausible reasonale.After carrying out the teaching intervention in only the experimental group,the influence of teaching interference is analyzed from two dimensions by comparing the data obtained before and after the two tests:1.Students can do much better in handling related mathematical problems and comprehensive mathematical problems after learning the content of elementary number theory from the dimension of reasoning level;2.Positive effects on the plausible reasoning and deductive reasoning of students can be embodied after learning elementary number theory from the dimension of reasoning type,in which the experimental group's improvement in plausible reason is particularly significant.According to the research results,it indicates that the development of students' reasoning level can be promoted through the learning of elementary number theory,which can train students to use reasoning methods effectively,and plays a positive role in the cultivation of logical reasoning literacy of high school students.As a result,some content beyond the scope of examination in the students' daily study can be properly added in terms of the teaching content,to cultivate the mathematics literacy of students.When making teaching design,teachers should integrate their own thinking and emphasize the cultivation of students' mathematics literacy.