High School Students Solid Geometry Cognitive Level Comparative Study

To improve the students’ mathematics ability and promote the commondevelopment of the national education, this paper compares the variance betweendifferent national students’ cognitive level, from intuition and description to theoryunder the same environment.The study is based on Van Hiele theory, mainly to analyses the students’ cognitivelevel of solid geometry, and then make a test paper on the cognitive level according tothe textbook of curriculum reform. For the particularity, we choose the65Mongolianand77Han students in Liaoning province as study object. We obtain the data throughtwo phases of questionnaire survey, then dealing the data through averages analysis andone-way ANOVA. The results show that there are no obvious differences betweenMongolian and Han students on the solid geometry cognitive level under the sameenvironment. Before contacting the solid geometry, the students only achieve intuitionlevel, not reaching the description level and the theory level. However, Han students arebetter in description level after contacting it, but Mongolian students are a little better intheory level as well. In the whole, there are no obvious differences between theMongolian and Han students under the same environment on the solid geometrycognitive level.Finally, according to the results, this paper analyses the influencing factor andoffers some suggestions to the mathematics teachers on developing the students’ solidgeometry comprehensive abilities better.