Research On The Relationship Between Mathematics Learning Strategies And Reasoning Ability Of Junior High School Students

Improving students’ core literacy is one of the important goals of mathematics curriculum reform.As one of the important manifestations of core literacy,as the slogan of integrating mathematical reasoning ability into classroom teaching becomes louder,a large number of strategies for teachers to cultivate students’ mathematical reasoning ability emerge,but some strategies lack theoretical basis,and some strategies stay in mechanical training,ignoring students’ inner emotional characteristics.In view of this,this paper investigates the current situation of mathematics learning strategies and reasoning ability of junior high school students,explores the relationship between the two,and analyzes the influence of mathematics learning strategies on reasoning ability of junior high school students.Based on the theory of cognitive development stages,this study used the literature analysis method to sort out the literature on mathematical reasoning ability and learning strategies,and compiled the "Junior High School Students’ Mathematical Reasoning Ability Test Paper" and the "Junior High School Students’ Mathematical Learning Strategy Questionnaire".Questionnaire survey and statistical analysis were used to investigate the current situation of mathematics learning strategies and mathematical reasoning ability of 207 junior high school students,to understand the differences in mathematical reasoning ability of students of different genders,grades and learning strategy levels,and to explore the relationship between mathematical learning strategies and reasoning ability.Through the study,the following conclusions were drawn:(1)The overall mathematics learning strategy of junior high school students was at the upper middle level,and there was no significant gender difference in mathematics learning strategy,but there was a significant grade difference;(2)The overall mathematical reasoning ability of junior high school students was at the upper middle level,and in all dimensions of reasoning,the average mathematical reasoning ability of boys was slightly higher than that of female students,but there was no significant difference in mathematical reasoning ability of students of different genders,and there were significant differences in mathematical reasoning ability of students of different grades;(3)There was a significant positive correlation between mathematics learning strategies and reasoning ability of junior high school students;There were significant differences in students’ mathematical reasoning ability between different learning strategy groups.There was no significant difference in mathematical reasoning ability between boys and girls in different learning strategy organizations,but there was a significant difference in mathematical reasoning ability between the three grades of junior high school.Math learning strategies have a significant impact on reasoning ability.Finally,from the perspective of mathematical learning strategies,this paper puts forward teaching suggestions for the cultivation of mathematical reasoning ability:using cognitive strategies to promote image thinking to abstract thinking;Use metacognitive strategies to form mathematical reasoning thinking;Use mood management strategies to stimulate interest in mathematical reasoning;Enhance geometric reasoning training with external help strategies.