Investigation And Research On Mathematical Reasoning Ability Of High School Mathematics Gifted Students

When a mathematical proposition has one or more known premises,or when a known fact appears,we can derive a new conclusion through appropriate thought processes,thus proving the truth of other propositions,which is the definition of reasoning.In daily learning life,we can not leave reasoning,in mathematics learning,reasoning is more important,is a basic way of thinking.There are certain requirements for students' reasoning ability in high school mathematics curriculum standards.In the whole high school mathematics learning,teachers are expected to pay attention to the cultivation and development of students' reasoning ability,which runs through the whole mathematics learning process.The cultivation of reasoning ability plays an important role in the cultivation of mathematical ability.There are not many articles about the theoretical analysis and teaching practice of mathematical reasoning,especially those about quantitative analysis,and few articles about the evaluation of mathematical reasoning.This study from the perspective of empirical,gifted students investigate the mathematical reasoning ability,compiled the mathematical reasoning test,and some key high school in Shanghai were tested,after the recovery test were analyzed,and the division of the different levels of high school mathematics gifted student mathematical reasoning,and gives the relevant teaching Suggestions,hoping to promote the high Chinese eugenic mathematical reasoning ability improvement and development.The author according to the professional knowledge and practice experience,this study determined the surrounding the high school mathematics gifted student mathematical reasoning ability present situation launches the research,first of all,the author found a lot of information literature at home and abroad,after reading,determine the research method,namely using the questionnaire method,first according to the test results,using interview study again.According to the results of the test paper prepared,the author adopts the SOLO classification theory to evaluate the mathematical reasoning ability of the students participating in the test,and finally divides the mathematical reasoning ability into four levels from low to high: U,M,R and E.Then the author and the teacher and two mathematics gifted students were interviewed.Through the summary and analysis of data results and interview contents,combined with the results of the whole survey and analysis,practical teaching countermeasures and Suggestions are given,which are upgraded to teaching experience and summarized.This study mainly studied the following four questions :(1)high school mathematics gifted students have what understanding of mathematical reasoning?(2)what is the status quo of high school gifted students in mathematical reasoning ability?(3)whether there is gender difference in mathematical reasoning ability of gifted students in high school mathematics?In order to help teachers better develop the mathematical reasoning ability of senior high school students,according to the research results,what meaningful reference Suggestions can be provided for senior high school mathematics teaching?Aiming at these problems,the results show that:(1)high school mathematics gifted students have a more clear understanding on mathematical reasoning,they will be able to realize the importance of reasoning in mathematics learning,through learning and practice at ordinary times,their reasoning abilities in constantly improve,can use appropriate mathematical reasoning methods,such as comparison method,synthetic method,the reduction to absurdity and mathematics induction problem solving.(2)high school mathematics gifted students have relatively mature mathematical reasoning ability,and can make corresponding observation,reasoning and calculation based on the conditions given by the questions.Most of them are at the level of R,while a few can reach the level of E.(3)high school mathematics gifted students,the level of mathematical reasoning ability of male and female students is similar,the problem-solving ability of male students is slightly better than female students,the expression ability and calculation ability of female students is slightly better than male students,on the whole,the gap between male and female students in mathematical reasoning ability is not obvious,is similar.Teachers should realize that the improvement of mathematical reasoning ability is a process of accumulation,which can provide students with some interesting practical activities in class to attract students' attention.According to the learning ability and development of gifted students,a complete and systematic training plan is designed,and the author hopes that the training plan is progressive,so as to guide gifted students to improve their mathematical reasoning ability.