Textual Analysis Of Reasoning And Proof In Senior Primary School Mathematics Textbook

The development of reasoning ability is the foundation and key to cultivating students’ creative thinking,and plays an extremely important role for individuals and society.In 2021,the newly released Programme for International Student Assessment(PISA)mathematics test framework will take mathematical reasoning as the core for the first time,and clearly put forward that the relevant content of mathematics teaching should focus on mathematical reasoning.The 2022 version of the curriculum standard issued in April 2022 in China also clearly states that attention should be paid to the formation and development of students’ reasoning awareness in mathematics teaching.However,the research on reasoning and proof in China is not systematic enough,especially in the primary school stage.The 2022 edition of the curriculum standards puts forward new requirements for students’ reasoning and proof abilities,but the new version of the textbook has not yet been released.There are differences in the reasoning and proof content between the 2013 edition of the mathematics textbook and the 2022 edition of the curriculum standards.Based on this,this study explores the construction of reasoning and proof content in primary school mathematics textbooks,and provides suggestions for the teaching practice of reasoning and proof in primary school mathematics during the transition stage between new and old textbooks under the guidance of the new curriculum standards,in accordance with the content characteristics of the textbooks.This study draws inspiration from the reasoning framework of Stylianides(2009),and vertically analyzes the five core elements of mathematical reasoning and proof,as well as 20 composition and purpose indicators.Horizontally,it analyzes the text of senior primary school mathematics textbooks published by Beijing Normal University and People’s Education Press from three dimensions: content level,presentation position,and representation method.It also analyzes the internal representation of the components of reasoning and proof,including numbers and algebra,graphics and geometry,statistics and probability Conduct research and analysis on the thematic representation of comprehensive and practical aspects.Research shows that the reasoning and proof content in the two versions of textbooks generally conforms to the rules,but still needs to be improved.Overall,the overall level of reasoning and proof in both versions of the textbook is comparable in terms of internal representation,and the three core elements of recognition pattern,non probative argument,and evaluation argument are at a high level.Among the four themes,the topics of numbers and algebra have the highest level of content,followed by graphics and geometry.Among them,the two versions of the textbook have a high level of non proof argumentation content,which is consistent with the curriculum requirements of "allowing students to experience complete mathematical activity processes such as observation,guessing,and reasoning".However,there is still a low level of occurrence frequency and related courses,and further optimization of the spiral structure is needed;The problem of concentrated and singular representation of reasoning and proof in the two versions of textbooks.Finally,based on the research results,the following teaching strategies are proposed from two aspects: macro overall teaching coordination and micro focused classroom implementation: emphasizing the unit as a whole and cultivating a deeper level of reasoning awareness;Based on scientific argumentation,ensure the complete and balanced reasoning process;Expanding educational horizons and utilizing culture to infiltrate reasoning ideas;Enhance teachers’ awareness of using scientific discourse;Cultivate students’ scientific thinking from the perspective of mathematical observation;Adopting scientific feedback methods to improve students’ self-reflection ability.