Comparative Study On Cognitive Level In Geometry Of The Middle School Students With Multicultural Background

The paper investigate and comprise on the acquisition and sixth-grade of geometric cognition level of the middle school students with multicultural background, analysis the influence of cognitive level in geometry to mathematics achievement, determine the influence factors of cognitive level in geometry.The author constructs analytic framework of geometric cognitive level which based on van Hiele levels, and references middle school mathematics textbook to accomplish the test paper. The test objects are 179 Mongolian students and 261 Han students in Liaoning province, and 174 Korean students in Jilin province and Heilongjiang province.This paper adopts the quantitative analysis and qualitative analysis. The author uses a computer statistical software package SPSS to perform t-test, single factor variance analysis, correlation analysis and regression analysis. Then through interviewing with students, the author analyzes the elements which influence cognitive level in geometry. Study results found:(1) Three national students all only achieve visual level, and did not reach the descriptive level and the theoretical level, and the performance in the descriptive level is better than the theoretical level. In visual level, there are the differences Han and Mongolian, Han and Korean. There is no difference between Mongolian and Korean. In descriptive level and the theoretical level, there is no difference between Han and Korean, and there are the differences between Han and Mongolian, Mongolian and Korean.(2) In visual level there is no statistically significant difference between girls and boys from Han and Mongolian. In the descriptive level and theoretical level, there are significant differences, and the girls are better than boys. There is no statistically significant difference between Korean girls and boys in three cognitive levels.(3) Three ethnic students' cognitive level in geometry significantly affects mathmatics achievement.Finally, basing on the results of the study, the author gives suggestions to builders of mathematics curriculum and mathematics teacher, and points out the future research direction.