Strategies To Improve The Algebraic Reasoning Level Of High School Students Based On Growth Mindse

Algebraic reasoning is a difficult point in mathematical learning,and it is generally difficult to draw conclusions with the aid of intuitive graphics.It is more than geometric reasoning and requires higher thinking and logical reasoning abilities.It can better test the level of students’ abstract thinking ability,and puts forward higher requirements for students’ comprehensive ability.In 2006,American psychology professor Carol Dweck first proposed the growth mindset theory based on the "implicit theory of intelligence".The theory points out that human intelligence and ability levels are not fixed and can be improved through acquired efforts.This study applies growth mindset theory to high school mathematics teaching and analyzes the impact of teaching strategies.Based on existing research,this study proposes the following three research questions:(1)What is the current status of algebraic reasoning among senior high school students?(2)Based on the relevant theories of growth mindset,what strategies can be used to improve the algebraic reasoning level of senior one students?(3)What are the effects of these promotion strategies on the level of algebraic reasoning of senior one students?In this study,one or two classes of a senior school in Beijing were selected as the research objects,the current status of algebraic reasoning and growth mindset level was investigated,and the strategy of improving algebraic reasoning based on growth mindset theory was constructed based on the existing literature and survey results.Then,taking the "mean inequality" as an example,teaching practices and interviews were conducted in these two classes to understand students’ ideas on strategies and then make suggestions for implementing them.The conclusions of this study are as follows:First,the algebraic reasoning level of senior school students is relatively low,and their performance is poor in the three dimensions of generalization,algebraic operation and algebraic argumentation,and the performance is relatively good in algebraic structure deformation;The thinking mode of senior school students tends to be growth-oriented,high motivation to learn,positive attitude towards adversity,more believe in the role of effort,positive attitude towards challenges,and have a certain courage to overcome difficulties.But they tend to think that their intelligence is fixed and that the overall level of growth-oriented thinking is not high.Second,based on the survey analysis of the algebraic reasoning level of senior school students and the relevant theories of growth mindset,this study constructs the following strategies to improve algebraic reasoning:(1)set the real situation to enhance the task drive of algebraic reasoning;(2)set challenging tasks that emphasize depth over speed;(3)encourage students to speculate boldly and implement activity experiences through exploration;(4)adopt dialogue and demonstration teaching methods to stimulate reflection on metacognitive levels;(5)encourage students to solve multiple problems;(6)show the complete process of algebraic reasoning;(7)Promote the integration of information technology and algebraic reasoning teaching,and realize the visualization of algebraic reasoning.Third,senior one students recognize the four strategies of setting up real situations,adopting the strategy of one problem and multiple solutions,presenting the complete algebraic reasoning process,and integrating information technology into the algebraic reasoning teaching process.However,the implementation of the three strategies differs in acceptance:setting challenging tasks,guessing,and conversational argumentation.Through interviews,it was found that students had two concerns.One is the smooth implementation of strategies such as challenging tasks,conjectures,and conversational arguments,which require certain requirements for students’ knowledge base and mathematical thinking.Some students with poor mathematical foundation think that the task is difficult and it is difficult to find the entry point to solve the problem,resulting in low interest and affecting the learning effect;Secondly,I think that the difficulty of challenging tasks and daily exam questions is very different and has no practical effect on improving their ranking.Therefore,teachers should actively transmit the theory of growth mindset with variable intelligence to students,and cultivate students’ positive attitude in the face of adversity,challenges and difficulties.When setting challenging tasks,use conjectures and dialogues for inquiry and reasoning,taking into account the actual needs of students to improve test scores and rankings,and flexible adaptation to students’ actual situations.