Intuitive Thought Disorder Of Middle School Students Math Survey And Its Teaching And Research

In mathematics, the image thought, logical thought and intuitive thought are three basic types of mathematics thought. However, in mathematics education and the teaching process, teachers have given adequate attention for students logical thought ability and training. But students'observation, intuition power, the cultivation of imagination, especially creative thought ability associated with intuitive thought ability in mathematics is not given attention. So students have mathematical intuitive thought obstacles. It hinders the development of mathematical ability of students. However, intuitive thought in mathematics for students to form obstacles to the analysis of causes and their research is still rare. Therefore, a research on the obstacles of intuitive thought and its teaching countermeasures is not only significant in theory but also in practice.Cognitive development theory, the information-processing theory and constructive learning theory are considered to be the theoretical foundation of this thesis. This thesis elaborates intuitive thought obstacles of mathematics from the aspect of theories with literature analysis method. It analyses the concept and the features of the intuitive thought obstacles of mathematics. It analyses the factor of influence of mathematical intuitive thought from the subjective and objective, the main impact of the subjective factors is: lack of knowledge and experience, cognitive structure defects, the mathematical negative emotions, negative mindset and poor metacognitive ability, the main impact of the objective factors is: educational environmental factors, material factors and classroom factors. This thesis concluded six type obstacles of mathematics. It includes deficiency disorder, affective disorder, sidedness barrier, rigid barrier, inert barrier and monitoring reflective barrier. The author selected some middle school students randomly via a questionnaire survey method, compared and analyzed the difference of the intuitive thought obstacles in mathematics learning in different grade and in different sex, the correlation of the intuitive thought obstacles in mathematics learning and mathematics achievements ?deeply, and get the following a few conclusion:First: As for the students on the whole, obstacles in accordance with the degree to light in order of severity is:monitoring reflective barrier, deficiency disorder, rigid barrier, sidedness barrier, affective disorder, inert barrier. The average score of monitoring reflective barrier is 3.2306 min, the average score of inert disorder is 3.1019 min. but individual differences in order of severity to light is: inert disorder, sidedness barrier, affective disorder, rigid barrier, monitoring reflective barrier, deficiency disorder. Standard deviation of inert disorder is 0.94900, standard deviation of deficiency disorder is 0.79578.Second: Blocked by grade, there is not a significant difference between the junior high school and the senior high school in the intuitive thought obstacles of mathematics in the processes of mathematics learning. However, for the six types of obstacles, most means of the senior high school students is higher than the junior high school students', shows that most obstacles of senior middle school students are more severe than the junior high school students'. Especially sidedness barrier, the average score of the senior high school students is 0.2180 min higher than the junior high school students'. most standard deviations of the junior high school students is higher than the senior high school students', this shows that the individual differences of the junior high school students are larger than that of the senior high school students. Especially deficiency disorder, standard deviation of the junior high school students is 0.13155 higher than the senior high school?students'.Third: Blocked by sex, there is not a significant difference between boys and girls in the intuitive thought obstacles of mathematics in the processes of mathematics learning. for the six types of obstacles, most means of male is higher than females', and standard deviation of male higher than females'. so Six type obstacles of male are more severe than females'. The individual differences of males are larger than that of females.Fourth: The mathematic scores were negatively correlated with the questionnaire. The correlation coefficient is -0.657, and its correlation coefficient is significant at the 0.01 level. At the end of this article, based on above research, we provide some considerations for how to overcome students'intuitive thought obstacles in teaching of mathematics in high school.