Investigation And Research On The Status Quo Of Junior High School Students' Mathematical Reasoning Ability

Ten core concepts are clearly put forward in the Mathematics Curriculum Standard for compulsory Education(2011 Edition)issued in January 2012.Among them,reasoning ability,as one of the basic concepts,is the foundation and key in the process of mathematics learning.For a long time,the research on reasoning ability has never stopped.Junior middle school stage as an important stage of the cultivation of students' logical thinking ability,grasp the current situation of students' reasoning ability development,so as to carry out targeted training,is to improve students' mathematical reasoning ability,better implement the teaching objectives of one of the work.In this paper,firstly,literature analysis is used to lay a theoretical foundation for the research of this paper.Then use the test method to take the students of three grades of a junior high school as the research object,understand the mathematical reasoning ability of the three grades at the same time,and analyze the respective reasoning level of different grades.And whether there are significant differences in mathematical reasoning ability under different knowledge backgrounds and different reasoning types;With the growth of grade,whether there are significant differences in reasoning ability of students of different genders,and the correlation between academic achievement and reasoning ability.This paper studies the students' mathematical reasoning ability as a whole and grasps its actual development and changes.Then we conduct interviews from the perspective of teachers to gain an in-depth understanding of the reasoning ability of junior high school students.Finally,the collected test results and interview results are collated and analyzed,and the conclusions are drawn and countermeasures are put forward.The conclusions are as follows:(1)the overall situation of the mathematical reasoning ability of junior high school students is that the mathematical reasoning ability of the seventh grade students is at level 1,the eighth grade is at level 2,and the ninth grade is between level2 and level 3;(2)In the dimensions of number and algebra,figure and geometry,plausible reasoning and deductive reasoning,there are significant differences between the seventh grade and the eighth and ninth grades,but there is no significant difference between the eighth grade and the ninth grade.there is no significant difference in reasoning ability among the threegrades under the background of statistical and probability knowledge.Therefore,with the growth of grades,students' mathematical reasoning ability has been improved to a certain extent,but the growth between the eighth and ninth grades is generally small.(3)In the analysis of gender differences,there are significant differences in mathematical reasoning ability among students of different genders,among which there are significant differences between seventh grade and eighth grade and ninth grade,and there is no significant difference between eighth grade and editor.With the increase of grade,there is no significant difference in mathematical reasoning ability among students of different genders in each grade.(4)in the correlation analysis of academic performance,the three grades show a strong correlation between the two,that is,the better the academic performance,the stronger the students' mathematical reasoning ability.The countermeasures are as follows:(1)consolidate the foundation and strengthen the teaching of basic concepts;(2)encourage conjecture and give enough time to think;(3)strengthen training and reflection to deepen the formation of reasoning ability;(4)create reasoning situation.cultivate the ability of observation;(5)throughout,implement different knowledge contents.