Investigation On The Current Situation Of Junior Grade 3 Students’ Algebraic Reasoning Ability

Reasoning is one of the basic elements of the core literacy of mathematics.In mathematics learning,different types of reasoning skills are required for different conceptual areas,such as algebraic reasoning ability,geometric reasoning ability,statistical reasoning ability,etc.However,people always one-sidedly think that the "graphic geometry" part is a fertile ground for cultivating reasoning ability,and think that mathematical reasoning is reasoning in geometry,while ignoring the value and significance of the field of "number and algebra" to students’ algebraic reasoning ability.In fact,the operations in numbers and algebra themselves contain strict deductive reasoning,algebraic reasoning is an important category of mathematical reasoning,which plays an important role in the learning of students’ algebra knowledge and the cultivation of innovative awareness.This article begins with "What is the current status of algebraic reasoning ability of junior high school students?" "What are the factors that affect the algebraic reasoning ability of junior high school students?" And "What are the strategies to promote the development of algebraic reasoning skills in junior high school students?" "Three key issues were studied,and on the basis of relevant research,an algebraic reasoning ability assessment framework was constructed,and 236 junior high school students and 4 frontline mathematics teachers from two middle schools in P City,Sichuan Province were used as the research objects,and the main research methods were as follows The survey method and literature method show that the current situation of algebraic reasoning ability of junior high school students in P City is as follows: On the whole,the algebraic reasoning ability of junior high school students is not strong,and most of the students have low algebraic reasoning ability test results.In the content dimension,junior high students are best in the algebraic part,the function part is second,and the equation part is the weakest.In the type dimension,students have stronger ability to reason reasoning in algebraic reasoning.In the horizontal dimension,students performed best at level 1,at level 2,and at level 3 the worst,and the polarization was more serious.In the gender dimension,in general,the gap between boys and girls is not large,and there is no significant difference.In the school dimension,the difference in algebraic reasoning level between students in municipal middle schools and county-level middle schools was not obvious,but in some sub-dimensions,the algebraic reasoning performance of municipal middle school students was better than that of county-level middle school students.Combined with the influencing factor questionnaire and teacher interviews,the factors of algebraic reasoning ability of junior high school students mainly include two aspects,among which the internal factors are:(1)students’ cognition of reasoning;(2)students’ mathematics learning strategies;(3)the student’s knowledge structure;(4)Students’ selfefficacy.External factors include:(1)teachers’ teaching methods;(2)Teachers’ cognition of algebraic reasoning.(3)The impact of sea tactics.Based on the above research,the following training strategies are proposed to improve the algebraic reasoning ability of junior grade 3 students for the reference of front-line teachers:(1)teachers should pay attention to mathematical language conversion to improve students’ mathematical expression ability;(2)Teachers can carry out inquiry based on the classroom according to the actual situation,and cultivate students’ deductive reasoning ability in the inquiry;(3)Teachers should grasp the critical period of teaching,so that students can spiral and gradually understand algebraic reasoning,in addition to paying attention to penetration learning strategies to enhance algebraic reasoning ability;(4)Teachers should guide students to build knowledge networks and develop students’ mathematical cognitive structure;(5)Teachers can adjust the classroom atmosphere to improve students’ interest and confidence in reasoning.