Research On Excellent Junior High School Students’ Characteristis Of Geometric Thinking Level

As a significant part of mathematics curriculum in the stage of compulsory education, graphics and geometry in junior middle school stage serves as a connecting link between the preceding and the following content—the extension of the geometry in elementary school stage and the cornerstone of senior high school geometry curriculum. Understanding of students’ geometric level is beneficial to teachers’ accurate comprehension of student’s current geometry thinking, and to provide basis for later geometry teaching method selection and teaching process control, etc.The subjects of this test are the third grade students in junior middle school who achieve excellent academic results-their average math scores are at higher levels compared to students in the same phase. Before the test, the subjects from each class of the third grade have finished studying all the geometry content in the middle school stage. The whole third grade consists of12 classes, among which 4 belong to the elites’ classes and 8 the regular classes, and one class is selected randomly from the elites’ classes and regular classes respectively, thus makes up 127 subjects-64 boys and 63 girls. The study first adopts Fan Xier’s geometrical thinking level test to test the selected127 subjects. Test results are analyzed in three aspects, the first is the subjects’ overall geometry level of thinking, the second is the relationship between gender and geometrical thinking level, and the third is the analysis of the characteristics of Fan Xier’s geometric thinking level for students of different learning levels. Data analysis is realized through the employment of SPSS 21,hence the following conclusions are reached: 1. Outstanding junior middle school students own relatively higher overall geometrical thinking levels,among whom the majority reach level 4 and even above; 2. gender differences does not exist in student’s geometry thinking level; 3. students’ math performance has a positive correlation with their geometry thinking level.As a simple theory of cognition, ACT- R theory analyzes the students’ cognitive process. Based on the results of the above test, the experience from excellent teachers of mathematics, and the further analysis of the test results through the adoption of the ACT – R theory, a few suggestions are put forward to improve the geometry teaching of teachers of mathematics.