A Study On The Current Status Of The Inductive Reasoning Ability Of Seventh Grade Students In The Field Of "Graphics And Geometry

Mathematics is a discipline for training thinking,and reasoning is embodied in the process of thinking.Based on the important position of inductive reasoning in the curriculum standard and PISA test in China and the current reality of mathematics teaching in middle schools in China,this paper focuses on the research of inductive reasoning in the field of "figure and geometry".Since inductive reasoning ability is so important,it is necessary to change the traditional teaching mode that pays too much attention to deductive reasoning in order to highlight the function of inductive reasoning.However,in today’s mathematics teaching of "figure and geometry" in middle school mathematics,teachers tend to prefer the teaching of deductive reasoning rather than the teaching of inductive reasoning,which is often unfavorable to the cultivation of students’ ability of inductive reasoning.At the same time,Mathematics Curriculum Standards for Compulsory Education(2022 Edition)(hereinafter referred to as the "New Curriculum Standards")was officially issued,which indicates that a new round of mathematics education reform will be officially launched.The focus of the new curriculum reform is to cultivate students’ thinking.However,in practice,teachers often neglect to cultivate students’ inductive reasoning ability in the field of "graphics and geometry".With this as the background,this paper discusses the development of seventh grade students’ inductive reasoning ability on the basis of the content of the "figure and geometry" section.This study selected the seventh grade students as the research object to study the development of the seventh grade students’ inductive reasoning ability in "figure and geometry".Through consulting relevant literature,this paper believes that the current research on inductive reasoning includes the following three points: First,the theoretical knowledge of inductive reasoning needs to be further enriched;Secondly,there are more theoretical discussions and less empirical studies on the application of inductive reasoning ability;Third,in the category of "figures and geometry",it is still uncertain whether the test means of inductive reasoning ability are reliable.Based on the review of existing literature,this paper first summarizes the research status of inductive reasoning in mathematics from both domestic and foreign aspects.Secondly,through the in-depth analysis of the connotation,classification and role of "graphics and geometry" in the Compulsory Education Mathematics Curriculum Standards(2022 Edition),the paper describes the goal and demand of the training of inductive reasoning ability in the field of "graphics and geometry",and provides a certain content basis for writing the test paper.Thirdly,according to the collected test paper,the overall development of the seventh graders’ inductive reasoning ability in the field of "figure and geometry" and the specific development of the seventh graders in the field of "figure and geometry" in terms of content,type and level are analyzed.This paper describes the development of students’ ability from a qualitative perspective,and ponders over it to ensure in-depth analysis of the problem.Finally,from the perspective of teachers and students,this paper analyzes the problems and provides some guidance for front-line teachers.Through the above research,teachers can deepen their understanding of inductive reasoning in the category of "figure and geometry" to a certain extent;In practical application,it helps to compile test and evaluation tools for reference,and provides enlightening inductive reasoning teaching in the field of "graphics and geometry".