Download pdf
International Interventions to Promote Reasoning Skills in Primary and Secondary Schools and Their Implications for China
- 1 Sichuan Normal University
* Author to whom correspondence should be addressed.
Abstract
This article is written based on the lack of experimental interventions on various reasoning skills among primary and secondary school students in China. By comparing the content related to reasoning skills on the China National Knowledge Infrastructure (CNKI) with that from foreign sources, it is evident that research on intervention measures is more extensive internationally. Therefore, this article mainly focuses on searching for international interventions for reasoning skills in primary and secondary students, summarizing the main ideas and methods of these foreign measures to provide a theoretical basis for interventions in China. The article discusses the current state of research on reasoning skills in China and existing problems, defines reasoning skills based on curriculum standards, and includes definitions of subcategories by numerous researchers, including logical reasoning, deductive reasoning, inductive reasoning, analogical reasoning, and spatial reasoning. Regarding international intervention measures for reasoning skills, one or two typical examples are selected, and the research subjects, content of interventions, and results are organized. Considering China's national conditions, the article concludes with some measures and methods that could facilitate the development of reasoning skills among Chinese primary and secondary students.
Keywords
primary and secondary students, reasoning skills, intervention; subjectivity, core competencies
[1]. Liu, Y. C. (2024). Research on the current state of mathematical reasoning ability of junior high school students [Doctoral dissertation, Tianjin Normal University]. DOI:10.27363/d.cnki.gtsfu.2023.000037.
[2]. Hao, L. M. (2022). Research on the assessment of mathematical deductive reasoning ability: A case study of eighth-grade students. Journal of Mathematics Education, 31(04), 14-20.
[3]. Xue, B. (2023). Research on the current status and training strategies of mathematical reasoning ability of eighth-grade students [Doctoral dissertation, Henan University]. DOI:10.27114/d.cnki.ghnau.2023.001195.
[4]. Yan, Z. H. (2023). Research on the cultivation of mathematical reasoning ability under problem-solving teaching. [Doctoral dissertation, Zhejiang Normal University]. DOI:10.27464/d.cnki.gzsfu.2023.001013.
[5]. Ni, S. N. (2023). Research on experimental teaching in junior high school mathematics to improve mathematical reasoning ability. [Doctoral dissertation, Zhejiang Normal University]. DOI:10.27464/d.cnki.gzsfu.2023.000687.
[6]. Li, Z. Z. (2023). Research on the cultivation of logical reasoning ability of junior high school students based on visualization thinking [Doctoral dissertation, Jimei University]. DOI:10.27720/d.cnki.gjmdx.2023.000375.
[7]. Liu, X. L. (2023). Study on the performance of visual spatial reasoning ability of sixth-grade students in primary school [Doctoral dissertation, Northeast Normal University]. DOI:10.27011/d.cnki.gdbsu.2023.000318.
[8]. Molnár G. Playful fostering of 6-to 8-year-old students’ inductive reasoning[J]. Thinking skills and Creativity, 2011, 6(2): 91-99.
[9]. Mousa M, Molnár G. Computer-based training in math improves inductive reasoning of 9-to 11-year-old children[J]. Thinking Skills and Creativity, 2020, 37: 100687.
[10]. English L D. Interventions in children's deductive reasoning with indeterminate problems[J]. Contemporary educational psychology, 1997, 22(3): 338-362.
[11]. Stevenson C E, Hickendorff M, Resing W C M, et al. Explanatory item response modeling of children's change on a dynamic test of analogical reasoning[J]. Intelligence, 2013, 41(3): 157-168.
[12]. Fowler S, Kennedy J P, Cutting C, et al. Self-determined learning in a virtual makerspace: A pathway to improving spatial reasoning for upper primary students[J]. International Journal of Technology and Design Education, 2023: 1-22.
Cite this article
Zhang,S. (2024). International Interventions to Promote Reasoning Skills in Primary and Secondary Schools and Their Implications for China. Journal of Education and Educational Policy Studies,1,27-31.
Data availability
The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.
Disclaimer/Publisher's Note
The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of EWA Publishing and/or the editor(s). EWA Publishing and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.
About volume
Journal：Journal of Education and Educational Policy Studies
© 2024 by the author(s). Licensee EWA Publishing, Oxford, UK. This article is an open access article distributed under the terms and
conditions of the Creative Commons Attribution (CC BY) license. Authors who
publish this series agree to the following terms:
1. Authors retain copyright and grant the series right of first publication with the work simultaneously licensed under a Creative Commons
Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this
series.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the series's published
version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial
publication in this series.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and
during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See
Open access policy for details).