Comparative Study On Cognitive Level In Geometry Of The Junior High School Students

The paper aimed to investigate and analysis the cognitive level of “graphics andgeometric” among the textbook of PEP，the classroom teaching and the students. Compare thecognitive level of the three ones and whether classroom teaching influence the students’cognitive level or not.On the basis of previous research，according to the Van Hieles theory，we construct theanalytical framework for the analysis of the textbook，classroom teaching and students. Thepaper is taking classroom teaching, students and textbook of the eighth grade as the researchobject，the date was collected from classroom observation，videotapes，questionnaire surveyand so on. Among them，the questionnaire was set by the analytical framework of geometrycognitive level and references junior high school mathematics textbook. To test the studentsbefore class and after school，we use SPSS statistical software to analysis the recovery datawith pair t-test，then analysis the difference of the students’ cognitive level before and afterteaching. According to the results found:(1) The cognitive level of the textbook and classroom teaching are the same.(2) The cognitive level of the classroom teaching is higher than students’.(3) The students reach level3—“informal deduction”.(4) The classroom teaching is effective to enhance students’ cognitive level.The totalscore are different before and after classroom teaching.The students’ cognitive level ischanged after teacher teaching.Finally，based on the results of the study，in order to grasp the students’ cognitive rules，the author gives some suggestions to the textbook writers and mathematics teaching，andpoints out the future development direction.