An Investigation Of The Status Quo Of The Development Of The Geometric Reasoning Ability Of The Sixth Grade Students

Mathematics is a discipline of thinking training,reasoning shows the process of thinking,reasoning ability is an important core quality of mathematics,and has been widely concerned.In the long process of development,geometry emphasizes formal deduction reasoning,which is an important content carrier to train students' reasoning ability.Geometric reasoning is the reasoning based on geometric content,which runs through the whole process of geometric learning.This study focuses on "geometric reasoning" mainly because of the core accomplishment of mathematics and the current situation of elementary school geometry teaching reform.As an important part of mathematics core accomplishment,geometric reasoning has been paid more attention.In the curriculum reform,it emphasizes the development of students' multi-type reasoning ability."Curriculum standard" points out that reasonableness reasoning and deductive reasoning have the same important status,highlighting the role of reasonableness reasoning,and changing the traditional emphasis on deductive reasoning geometry teaching.However,in the practice of elementary geometry teaching,there is a tendency to weaken deductive reasoning and attach too much importance to reasonable reasoning,which is also biased.At the same time,the curriculum reform emphasizes the development of students' ability and teaches them to think,which is mainly reflected in the level of reasoning ability.However,in the actual teaching,teachers pay too much attention to students' intuitive perception of graphics and ignore the abstract grasp of the relationship between graphics.Based on the background of this problem,the thesis of this study is "Sixth graders geometric reasoning ability development the present situation of the investigation".Mainly based on geometric content,this paper investigates the development of the sixth grade students' ability in geometric reasoning type and level.The subjects selected for the study were sixth graders,who were considered to be representative of the level of geometric reasoning development of students going through elementary school,rather than focusing on the development of geometric reasoning ability of the students in a certain grade.Through reading relevant literature on geometric reasoning,it is found that some problems still exist in existing research is worth to study: first,the theoretical understanding of geometric reasoning needs to be enriched;Second,the investigation of geometric reasoning ability needs to be further studied.Third,the reliability of geometric reasoning ability testing tools is debatable;Fourth,the guidance and applicability of geometric reasoning ability training suggestions need to be improved.To solve above problems,the systematic analysis of literature and texts was conducted,closely links the theoretical understanding of geometric reasoning with the specific content of geometry,and then carries out in-depth and detailed investigation and research.First of all,based on the existing literature review,the study makes an overview of geometric reasoning from the aspects of connotation,classification,process,content evaluation,level and so on by further reading the literature on the subject,laying a theoretical foundation for the study.The theoretical understanding of geometric reasoning is based on relevant knowledge of mathematics and logic and can be understood based on geometric content,which can give consideration to the in-depth understanding and specific application of theories,and has a guiding significance for subsequent text analysis and test questionnaire compilation.Secondly,by means of the understanding of the connotation of geometric reasoning,the text analysis of the geometric content of the mathematics curriculum standard for compulsory education(2011)and the elementary school mathematics textbook of jiangsu education edition is carried out from the two aspects of geometric reasoning type and level."Curriculum standard" analysis mainly describes the goal and requirement of geometric reasoning ability development,and the textbook analyzes and describes the present situation of geometric reasoning content in the textbooks of jiangsu education edition.The purpose of text analysis is to test the questionnaire establishment provides the basis of the specific content and facilitate teachers to deepen their understanding of geometric reasoning based on geometric content.Thirdly,based on the literature analysis and text analysis,it is determined to compile the test questionnaire from the three dimensions of content,type and level of geometric reasoning.Through the quantitative analysis of the test questionnaire,to understand the students' geometric reasoning ability whole development and in three dimensions on the specific situation.Through qualitative analysis,the problems existing in different dimensions of students' ability development are described,and the problems in thinking logic in students' reasoning are analyzed to ensure the in-depth analysis of problems.Finally,the causes of the existing problems are analyzed,which is the basis of the teaching Suggestions.The causes analysis and teaching Suggestions are both carried out from the three elements of teaching(teacher,student and content).The reason analysis includes three aspects:textbook compilation,geometry teaching and students themselves.Teaching Suggestions include three aspects: textbook analysis,situation analysis and teaching implementation,in order to improve the guidance of the suggestions to teachers.In the end,the formation of geometric reasoning overview of theoretical knowledge and geometry reasoning ability development curriculum analysis,the content analysis of geometric reasoning in the field of "figures and geometry" in the jiangsu education edition,the related description of Van Hiele's thinking level in the field of "figures and geometry" in the jiangsu education edition,and the test questionnaire for the development level of geometric reasoning ability of the sixth grade students.Through the research,in the theoretical sense to enrich the understanding of geometric reasoning;In the practical sense,it is necessary to compile the test and evaluation tools of geometric reasoning ability for reference and provide some instructive teaching Suggestions of geometric reasoning.However,the biggest deficiency of this study lies in the lack of practical experience,the systematic sorting of textbook content needs to be further improved,and the teaching Suggestions need to be tested by practice.Researcher will be ongoing research in long teaching career in the future,and strive to improve my own academic accomplishment.