Plausible Reasoning In Primary School Mathematics Textbooks Present Characteristics And Teaching Research

Plausible reasoning was first articulated by Polya in 1953 in his book mathematics and conjecture.It is one of the main forms of mathematical reasoning.At present,reasonable reasoning is still a hot topic in mathematics education research in China.The research on reasonable reasoning is mainly distributed in concept exploration,curriculum content research,teaching research and other aspects.The development of students’ reasonable reasoning ability can not only help students learn mathematics,but also promote the development of students’ innovative ability.This research mainly adopts the method of combining quantitative and qualitative research.First of all,this paper uses content analysis method to analyze the present situation of reasonable reasoning of different presentation categories(inductive category,analogical category,other category and comprehensive category)in the primary school mathematics textbooks of people’s education edition and Beijing normal university edition.Then there is the statistical plausibility of the positions(example exercises,four areas,six grades,two sections)in the two versions of the elementary mathematics textbook.At last,the present categories and positions of the reasonableness reasoning are cross-analyzed,and the present situations of the reasonableness reasoning of different categories in different positions are obtained.Finally,the paper analyzes the characteristics and differences of the two versions of primary school mathematics textbooks.Secondly,this study carries out questionnaire survey and interview on primary school mathematics teachers,with the purpose of understanding the following three points:primary school mathematics teachers’ understanding of reasonable reasoning,primary school mathematics teachers’ understanding and understanding of reasonable reasoning in textbooks,and primary school mathematics teachers’ understanding and understanding of reasonable reasoning teaching.Finally,on the basis of textbook research and teacher survey,this study puts forward teaching Suggestions for the content of reasonable reasoning in primary school mathematics,which are illustrated by specific textbook content,teaching fragments or teaching design.Through the study of the above mentioned textbooks and teachers’ teaching,this study finally comes to the conclusion of reasonable and rational textbook content research and teachers’ teaching research.Textbook content of plausible reasoning research conclusions:1.The overall number of reasonable reasoning course contents in primary schoolmathematics textbooks is relatively small;2.Inductive and analogical reasoning is the main plausible reasoning in primary school.3."number and algebra" and "figure and geometry" are the main fields of reasonable reasoning courses;4.In the second paragraph,there are a large number of reasonable reasoning courses.Conclusion of reasonable reasoning teachers’ teaching research:1.Primary school mathematics teachers’ lack of understanding of reasonable reasoning;2.Primary school mathematics teachers are faced with difficulties in teaching reasonable reasoning;Therefore,based on the above textbook content analysis,teacher survey and interview results,this study puts forward the following teaching Suggestions: firstly,teachers should improve their professional quality and deeply understand reasonable reasoning.Secondly,teachers should review the textbook content from the perspective of reasonable reasoning,so as to fully explore the reasonable reasoning course content in the textbook and help students develop reasonable reasoning ability.Thirdly,teachers should design teaching links conducive to the development of students’ reasonable reasoning ability,let students go through the process of reasonable reasoning,and cultivate students’ reasonable reasoning ability.Finally,teachers should guide students to understand the probability of reasonable reasoning,pay attention to the conclusion of their reasoning to verify,help students understand the process of mathematical knowledge generation,develop the qualities of bold questioning,brave guess.