Cultivating High School Students’ Mathematics Reasoning Ability Of Teaching Research

Analogical thinking can inspire,expand and explore other functions in human understanding and transformation of the world.At present,China has gradually begun to pay attention to the cultivation of students’ mathematical analogy reasoning ability,but from the current published two papers of master and doctoral degree,there is not much specialized research on how to carry out this aspect in China.Specific method,also there is no specific explanation.This paper discusses how to cultivate students’ analogy reasoning ability in mathematics teaching,from the theory and practice,and sums up a number of useful experiences,for the majority of mathematics teachers in teaching reference.Through the literature search,the author summarized three related psychological theories: structure mapping theory,practical schema theory and cognitive development theory.Using the method of questionnaire survey,a questionnaire was launched to some students and teachers in a high school,so as to infer the current situation of mathematical analogy reasoning ability of high school students in China and teachers ’awareness of cultivating students’ mathematical analogy reasoning ability.On this basis,according to three different theories,and according to the actual situation,the mathematical analogy reasoning of high school students is preliminarily discussed.After the above research,the conclusion is that at the overall level,the mathematical analogy reasoning ability of senior high school students in China is still very low,among which,the analogical reasoning ability of ascending dimension is the lowest,while the analogical reasoning ability of operational relationship is higher than other types of analogical reasoning ability.This is because the students have not yet formed their own analogical thinking patterns.Because there is no set of scientific,clear,detailed middle school mathematical analogy thinking training methods,there is no corresponding teaching materials,so teachers to cultivate students’ mathematical analogy thinking consciousness is relatively weak.In view of the above problems,the author believes that in teaching,teachers should make full use of the similarity of the knowledge structure,properties and research methods in mathematics.On this basis,students’ analysis of the situation of similar problems and the expression mode of similar problems can improve their understanding of similar problems.In the training process of mathematical analogy reasoning for students,the following six steps should be carried out: putting forward the target problem,searching the source problem,the corresponding part of the analogy,drawing the analogy conclusion,verifying the analogy conclusion,and learning the analogy conclusion.