Mathematical Problem Solving For The Visual-Spatial Presentation And Instructional Strategy

Visual - spatial representation is primary to solve math word problems to solve important problems in the representation of a method, The use of mathematical problem solving in visual - spatial representations can enhance the problem solving context and those of understanding of the relationship, which not only reduces the memory load, but also the whole problem-solving can be more clear, intuitive grasp of the real problem structure become the key to the success of problem-solving.The appearance of cognitive style tests selected by four, five, six students in three grades of 64 students took part in experiments,Subjects from internal factors (appearance cognitive style, grade) and the subject of an external factor (subject visual type, item difficulty) two aspects, Students to explore the appearance of cognitive style, item difficulty and subject to different types of visual students solve math word problems used in the visual - spatial representations of the way, and different characterization methods and Mathematical relationship between performance Finally, by studying the results of the individualized teaching of mathematics and mathematical problem solving ability of students proposed to improve the teaching of appropriate guidance strategies. The results showed:(1) cognitive styles of students of different representation in math word problems to solve in the pictorial representations and schematic representations of the frequency of use was no significant difference, but the effectiveness of the use there are significant differences. Style of representation of space for students to use more effectively the visual - spatial representations to solve mathematical word problems.(2) graphical representation of the year and the number of schematic representations of the differences. The use of pictorial representations, with the higher grades there is a downward trend, and in the use of schematic representations, with the higher grades are on the rise.(3) the subject of a visual type from the point of view, the subject in the visual, the fourth grade and sixth grade students to use visual - spatial representations were significantly higher than the number of non-visual issue, and fifth-grade students in these two subjects there has been no significant difference.(4) the difficulty from the subject point of view, the fourth grade and fifth grade students in two levels of difficulty on the use of visual - spatial representations of the significant differences in the number of useless, and sixth grade students in the subject more difficult to use visual - spatial representation was significantly higher than the number of simple questions.