Research on the Cognitive Degree of Pre-service Mathematics Teachers for Mathematical Reasoning Ability in Junior High School in China

Abstract

Currently, the education of junior high school mathematical reasoning ability has been widely concerned by all walks of life. Many relevant problems about it have been studied except the cognitive degree of pre-service mathematics teachers for the mathematical reasoning ability in junior high school. To address this problem, this study investigates 25 pre-service mathematics teachers’ cognitive degree of junior high school mathematical reasoning ability through open-ended interviews, obtains the current situation of pre-service teachers’ cognitive degree of mathematical reasoning ability in junior high school, and gives targeted suggestions for training pre-service mathematics teachers, so as to promote the implementation of the training goal of mathematical reasoning ability in junior high school. After analyzing, it can be found that: (1) The cognitive scope of the current pre-service mathematics teachers’ mathematical reasoning ability is not wide, more than half of the people do not recognize half of the content; (2) The cognition of many pre-service teachers is not deep, and their understanding of ability performances is simple; (3) The cognition of many pre-service teachers for many aspects of mathematical reasoning ability is not clear. Therefore, it is suggested that: (1) Experts and teachers who are responsible for educating teachers should pay more attention to mathematical reasoning ability in junior high school and add relevant courses; (2) Pre-service mathematics teachers should understand the content of junior high school mathematical reasoning ability comprehensively and deeply, and clarify relevant statements.