Research On The Development Of Pupils' Ability Of Mathematical Induction And Reasoning

Under the background of quality-oriented education and new curriculum reform,China's basic education has turned to the student-centered education mode,respecting the student's dominant position,focusing on training and stimulating the creativity of students.Under this background,the curriculum standard puts forward the training requirements of students' ability of mathematical induction and reasoning,and primary school mathematics textbooks also fully permeate the thinking and methods of mathematical induction and reasoning content of courses.In this study,the examples of mathematical induction and reasoning in the 12 volumes of primary school mathematics textbook published by the people's Education Edition were combed in detail,and the number and distribution of examples of mathematical induction and reasoning in the textbook were analyzed;the overall development of the ability of mathematical inclusion and reasoning of the students from grade 3 to grade 6 in an urban primary school and an urban village primary school in Kunming,the development of the students in each grade,the development of the boys and girls The development of urban primary school and village primary school,as well as the relationship between mathematical induction and mathematical performance were investigated by questionnaire;the third to sixth grade teachers of the two schools taught part of the lessons of mathematical induction and reasoning in class,and whether the teachers of the two schools infiltrated the thought and method of mathematical induction and reasoning in class teaching,and whether the ability of students' mathematical induction and reasoning was improved Line culture.Through the investigation of the above content,the following results are obtained:(1)the number of mathematical inductive reasoning examples in the first to sixth grade mathematics textbooks is widely distributed.(2)The students' overall ability of mathematical induction and reasoning is weak,and the whole fails to meet the passing standard.The students' two dimensions of graphic induction and operational induction and reasoning reach the passing standard,and the three dimensions of digital induction,mathematical representation and problem-solving fail to meet the passing standard.(3)There are significant differences in the ability of mathematical induction and reasoning between grade three and grade six,showing a good development trend.Grade four and grade five are the key periods of development,and grade six reaches the peak.(4)There is no significant difference between male and female students in mathematical inductive reasoning ability,but female students are slightly better than male students in the five dimensions of inductive reasoning ability.(5)The ability of mathematical induction and reasoning of urban primary school students is better than that of urban village primary school students.(6)There is a strong positive correlation between students' mathematics achievement and their ability of mathematical induction and reasoning.(7)Third to sixth grade teachers in classroom teaching are basically permeated with the thinking method of mathematical induction and reasoning,but some teachers are not penetrating enough.Finally,according to the results of this survey,some suggestions are put forward:(1)enrich the content of mathematical induction and reasoning in teaching materials.(2)Strengthen the training of teachers' thinking and methods of mathematical induction and reasoning.(3)Follow the law of students' psychological development and the logic of textbook compilation.(4)Improve students' ability of mathematical induction and reasoning through multiple channels.(5)Strengthen school exchanges to narrow the gap between urban and rural areas.