The Investigation Of The High School Mathematics Intuitive Ability

Researches on Mathematics visualization in teaching and learning in light of psychology have emerged in the late1970s, and by the90s, it has been a research focus in PME, and this trend lasted till now. Researches abroad can be classified into two orientations:one was centered on visualization in Mathematics teaching and one was centered in Mathematics learning, which treated visualization either as a cognitive style or as a cognitive strategy. Researches at home mainly concentrated on "influence factors" of visualization. This article in the home of the study has been on the basis of the students’ability to mathematical research, by testing the volume on Yang Zhou and He Bi’s two ordinary high school grade two of the two classes for testing volume survey, from whether high school students using an intuitive strategy problem solving as well as boys and girls intuitive strategy problem solving study comparing two aspects to analyze the high school student mathematics intuitive ability is general level; by the test class of four mathematics teacher interviews as well as on Yang Zhou by four students conducted a case study approach that affect high school students’mathematics intuitive ability of subjective and objective factors; In two of the above research results based on the mathematics teaching, and puts forward some suggestions. From the three aspects of the high school student mathematics intuitive ability of investigation and study, around " the high school student mathematics intuitive ability is general level"," the impact on high school students mathematics intuitive ability of subjective and objective factors" and" Mathematics Teaching" and a series of problems, launched empirical research.The positive researches indicate that:(1) students in high middle school tend to avoid employing visual strategies in solving visualizable conventional math problems;(2)students of different genders in the problem solving process using intuitive problem solving level did not differ significantly;(3) the professional accomplishment of the teachers on students’ intuitive ability has significant influence;(4) the students mathematical ability does not affect the time whether take visual representation strategy to solve problems;(5) gender differences do not affect the students in problem-solving are taken when visual representation strategy to solve the problem;(6) in the solution of problems in conventional visual, difficulty is students using intuitive strategy remarkable influence factors. Difficult conditions, students use the intuitive strategy higher frequency;(7) in the solution of problems in conventional visual problems, presents the way for students to use intuitive strategy have significant effect;(8) in the solution of problems in conventional visual, schematic students using an intuitive strategy remarkable influence factors, at the same time also significantly influence the problem solving accuracy factor.In the above research results and the intuitive teaching research based on the current situation, put forward the mathematical intuitive teaching strategies--should advocate the visual and verbal teaching mode combined. Specific include:the interpretation of abstract mathematical knowledge of the geometrical meaning of constructing mathematical knowledge; speech representation of network and network delay using imagery representation; symbol system; to encourage the use of intuitive reasoning; the application of diversified visual technology.