Investigation On The Current Situation Of Junior Middle School Students' Mathematical Reasoning Ability ——Taking A Middle School In Lhasa As An Example

Reasoning is a way of thinking often used in people's daily life.It is also one of the standards for the state to select talents for administrative units.It is also a way of thinking often used in mathematics.No matter the formation,development or application of mathematical knowledge need reasoning.With the continuous promotion of curriculum reform all over the world,China proposes to take reasoning ability as one of the ten core qualities of mathematics,and the current mathematics curriculum standard for compulsory education(2011 Edition)clearly points out to cultivate students' reasoning ability.Therefore,reasoning ability plays a very important role in both our daily life and learning and our mathematics discipline,and occupies a very important position in mathematics discipline.Mathematical reasoning is more abstract,and it is inevitable that there are some helplessness in both students' learning and teachers' teaching.Therefore,it is urgent to cultivate students' mathematical reasoning ability.Through the study of primary school,the students in junior middle school already have a certain basic knowledge of mathematics and experience in learning mathematics to solve mathematical problems.Therefore,junior middle school is an important stage to cultivate students' mathematical reasoning ability.For a long time,there are many researches on cultivating mathematical reasoning ability,but many of them study a single mathematical reasoning ability under the structural dimension of mathematical reasoning ability,such as students' reasonable reasoning ability or students' deductive reasoning ability.Some researches do not have a deeper understanding of students' mathematical reasoning ability from the perspective of front-line teachers.Therefore,this study investigates the current situation of junior middle school students' reasonable reasoning ability and deductive reasoning ability,and puts forward some suggestions to cultivate students' mathematical reasoning ability based on the current situation of students' level.Based on the relevant research on mathematical reasoning ability at home and abroad,the author uses the methods of literature research,test paper and interview to investigate the current situation of mathematical reasoning ability of junior middle school students.This study takes some students in Grade 8 of a middle school in Lhasa as the survey objects,and six front-line mathematics teachers in a middle school in Lhasa as the interview objects.The survey results of the test paper are statistically analyzed by SPSS software.The level of junior middle school students' mathematical reasoning ability is analyzed from the overall perspective of mathematical reasoning ability,the structural dimension of mathematical reasoning ability,the content dimension of mathematical reasoning ability and the gender difference of mathematical reasoning ability;Then sort out the interview results of the first-line mathematics teachers.Based on the statistics and analysis of the above survey results,the following conclusions are finally reached in this study:Firstly,the overall level of junior high school students' mathematical reasoning ability is level one.Students can get some conjectures and conjectures by selecting useful information,observing,inducing and other methods.According to the scores of test papers,the lowest score of students is 2 points,and the highest score is 33 points.The overall mathematical reasoning ability of junior high school students is very good and poor.Secondly,from the structural dimension,junior high school students' reasonable reasoning ability is better than their deductive reasoning ability.Thirdly,from the content dimension,junior high school students have good mathematical reasoning ability in the content of "Numbers and Algebra" and "Graphics and Geometry",but poor mathematical reasoning ability in the content of "Statistics and Probability".Fourthly,as far as gender differences are concerned,there is no significant difference in junior high school students' overall mathematical reasoning ability,nor in the structural dimension.In the content dimension,there is no significant difference in the "number and algebra" and "figure and geometry" plates,but there is a significant difference in the "statistics and probability" plate.According to the above research conclusions,the author puts forward strategies to Cultivate Junior Middle School Students' mathematical reasoning ability from two aspects of teachers' teaching and students' learning:Teaching level: first,we should pay attention to cultivating students' mathematical reasoning ability;Second,we should strengthen students' mastery of basic knowledge;Third,we should strengthen the cultivation of students' reverse thinking;Fourth,inquiry teaching should be strengthened to let students experience the process of mathematical reasoning;Fifth,we should pay attention to the balanced development of students' reasonable reasoning and deductive reasoning.Student level: first,strengthen the understanding of the concept of mathematical reasoning ability;Second,pay attention to the formation of students' knowledge framework system;Third,pay attention to cultivating students' reflective thinking.