| The addition of algebraic reasoning is proposed in the revision of the Mathematics Curriculum Standards for Compulsory Education in 2022.In Middle School Mathematics,the learning of algebra cannot be separated from algebraic reasoning ability.Algebraic reasoning ability is not only an important factor affecting students’ performance but also helps to gradually develop argumentative and logical thinking habits,which is one of the important research contents of core literacy in mathematics.Based on the literature research,the main research questions were identified:(1)How to compile the algebraic reasoning ability test paper for junior high school students?(2)What problems exist in the cultivation of students’ algebraic reasoning ability? From the theory of algebraic reasoning at home and abroad,the connotation and level of algebraic reasoning are defined,and then the existing research on reasoning ability is systematically sorted out,and the assessment framework of algebraic reasoning ability of junior high school students is constructed.Based on the constructed assessment framework,test questions are designed with reference to the cases of curriculum standards.At the same time,it is supplemented by interviews with front-line mathematics teachers to fully understand the current status of algebraic reasoning ability in junior high school mathematics.In this study,some middle school students in a higher-level school in MZ city were investigated,six front-line mathematics teachers in a middle school in MZ city were selected as interview subjects,and the results of the test papers were analyzed by using SPSS 25.0software to analyze the current situation of junior high school students’ algebraic reasoning ability from the overall perspective of their algebraic reasoning ability,the content dimension of algebraic reasoning ability,the structural dimension of algebraic reasoning ability,the gender difference of algebraic reasoning ability as well as the process analysis of algebraic reasoning ability;Then the interviews with front-line mathematics teachers were sorted out and analyzed.The following conclusions were obtained:(1)the overall algebraic reasoning ability level of junior high school students was at level 2,and the investigation results were more optimistic;(2)Grade 7 students have poor algebraic reasoning ability in the “function” content;Grade 8and 9 students have good algebraic reasoning ability in “Number”,“Algebraic Formula”,“Equations and Inequalities”,and “Function”;(3)Grade 7 students have good reasonable reasoning ability,but lack deductive reasoning ability;Reasonable reasoning ability of Grade 8and 9 students develop better than their deductive reasoning ability;(4)There was no significant difference in algebraic reasoning ability between male and female students;(5)Teachers’ understanding of algebraic reasoning is not comprehensive and deep enough,and the cultivation of students’ algebraic reasoning ability is mainly based on test-taking.Based on the above conclusions,the author proposes strategies to promote the development of algebraic reasoning ability of junior high school students from the perspectives of teachers and students: first,improve the understanding of algebraic reasoning,and focus on the teaching of concepts and properties;Second,inquiry-based teaching promotes the development of algebraic reasoning ability;Third,Focus on algebraic reasoning and the balance between reasonable reasoning and deductive reasoning.In terms of students: first,there is reason and evidence,and there are inferences from one example;Second,be good at observation and calculation;Third,be diligent in testing and have the courage to reflect. |
