Research On Evaluation Of Mathematical Inductive Reasoning Ability Of Sophomore Students

Reasoning consciousness as the core quality of primary school mathematics,reasoning ability as the core quality of middle school mathematics,logical reasoning as the core quality of high school mathematics;Thus,cultivating students’ reasoning literacy is an important goal of mathematics education.Inductive reasoning is an important part of mathematical reasoning,so it is of great significance to study the development of students’ inductive reasoning ability and the problems of inductive reasoning in textbook exercises and exam questions.The specific research questions of this study are as follows:(1)What is the development status of mathematical inductive reasoning ability of sophomore students?(2)Is there any difference in the development of mathematical inductive reasoning ability of sophomore students?(3)Taking the number of Chapter 4 of the second Optional Compulsory textbook for New Students A(2019)as an example,how about the problems of inductive reasoning in the exercises of senior high school mathematics textbooks?(4)Taking the recent five years(2016-2020)as an example,what are the inductive reasoning questions in the college entrance examination?According to the definition of inductive reasoning and the theoretical research of students’ cognitive process of inductive reasoning,the evaluation model of mathematical inductive reasoning for sophomore students is constructed from three aspects:type of inductive reasoning,evaluation level and content background.First of all,the inductive reasoning ability of 85 regular sophomore high school students in W City is tested under this model.After statistical analysis and qualitative analysis of the results,the following conclusions are drawn:(1)From the overall level of inductive reasoning,most students’inductive reasoning ability is at level 1,a few students’ inductive reasoning ability is at level 2,and no students’ inductive reasoning ability reaches level 3.(2)From the type of inductive reasoning,Students’ abilities in various types of inductive reasoning are consistent with the overall level.(3)Students’ abilities in different types of inductive reasoning are not significantly different,but students’ abilities in inductive reasoning under different contents are different.Secondly,by taking the fourth chapter of the second volume of the optional compulsory textbook for New Students Teaching A Edition(2019)and the recent five years(2016-2020)college Entrance examination mathematics paper Ⅰ,Beijing,Tianjin,Jiangsu and Zhejiang as examples,this paper conducts statistical analysis and qualitative analysis on the problems of inductive reasoning in senior high school mathematics textbook exercises and exam questions,and mainly draws the following conclusions:(1)There are few inductive reasoning questions in the textbook,and the content background is mainly general series of numbers;the types of inductive reasoning are mainly simple enumeration inductive reasoning;and the types of inductive reasoning questions are mainly short answer questions.(2)There are few inductive reasoning questions in the higher entrance examination,and the number of inductive reasoning questions in each year is not much different from that in each province;The types of questions are mainly subjective and few are objective.The content background mainly focuses on geometry and algebra,but less on probability and statistics.In the category of inductive reasoning,scientific inductive reasoning thinking method is used to solve the most problems,and the number of problems solved by complete inductive reasoning and simple enumeration inductive reasoning thinking method is roughly the same.Finally,based on the development of students’ mathematical inductive reasoning ability,the textbook exercises and the inductive reasoning questions in the advanced examination,combined with the relevant literature research,the author puts forward some suggestions for teachers’ teaching and college entrance examination evaluation.