| Mathematics is an important subject to cultivate and develop thinking.Reasoning is a process of presenting thinking.Reasoning is a very important aspect of mathematical thinking,so it is necessary to infiltrate reasoning consciousness in teaching.As the core of this research,plausible reasoning just shows a student’s mathematical thinking level and literacy.The study focuses on the following problems:1.What is the overall development status of sixth grade students’ plausible reasoning?2.Are there any differences in the performance of students with different grades in plausible reasoning on different dimensions?3.What are the typical problems in students’ plausible reasoning and what are the solutions?In order to study the above three problems,this study selects 248 students from six classes of Grade 6 of B primary school in H city and 38 students from one class of Grade 6 of C Primary school in G city,a total of286 students as research objects,and uses literature research method 、 test method 、 statistical analysis method and case analysis method.The following conclusions can be drawn after sorting out and analyzing the collected data:1.Overall performance:sixth grade students’ plausible reasoning is generally at an average level.From the perspective of level dimension,students perform well in level 1 questions and poorly in Level 3questions.From the perspective of type dimension,students’ performance in inductive reasoning is better than analogical reasoning.From the perspective of content dimension,students have a better performance in the form of“nature” teaching content and a worse performance in the form of“rule”teaching content.2.Difference analysis:the results of the three groups of students have significant differences in level dimension,type dimension and content dimension.3.Students’ problems in plausible reasoning mainly include the following:(1)insufficient comprehensive observation;(2)students’ analogy of mathematical information mostly points to formal analogy;(3)single inductive thinking;(4)poor basic knowledge leading to reasoning obstacles;(5)poor written expression;(6)poor plausible reasoning performance in the aspect of“rule”.Based on the above conclusions,the author puts forward the following teaching suggestions:(1)read the course standard carefully and dig deep the content that embodies plausible reasoning in the textbook;(2)strengthen the reasoning foundation and focus on the cultivation of students’ observation ability;(3)pay attention to daily teaching and strengthen students’ language expression ability and multi-angle thinking ability;(4)pay attention to teaching students according to their aptitude and train students’ plausible reasoning ability in a targeted way. |
