Investigation On The Mathematical Intuitive Imagination Levels Of Senior High School Students

Intuitive imagination refers to the use of geometric intuition and space to imagine the shape and change of things,the use of graphics to understand and solve the problems of mathematical problems.Including the use of space to understand the location of things,morphological changes and movement of the law,the use of graphical description,analysis of mathematical problems,the establishment of the relationship between the number and shape,to build an intuitive model of mathematical problems,to explore ways to solve the problem.Intuitive imagination is an important means of discovering and proposing problems,analyzing and solving problems.It is the basis for exploring and forming argument ideas,conducting mathematical reasoning and constructing abstract structures.Through intuitive imagination of core literacy,students can develop geometric intuition and spatial imagination,enhance the use of graphics and space imagination to think about the problem of awareness,to enhance the ability of digital combination,the formation of mathematical intuition,in the specific circumstances of the essence of things.The main work of this paper includes:1.Construct the evaluation framework of high school students' mathematical intuition.First of all,through the literature analysis method to give the basic definition of mathematical intuitionistic literacy level and its concept connotation,and then combined with our educational tradition and teaching characteristics,from the three dimensions of content,structure and process to build students intuitive imagination of three-dimensional "pyramid",The dimension of the structure is the connotation of the structure of the ability,including the intuitive imagination of the geometric and algebraic intuition.The process dimension refers to the intuitionistic imagination of the students' mathematical intuitive imagination levels.2.Prepare the corresponding literacy test tasks according to the evaluation framework.Through the interviews of experts,front-line teachers and students to come up with specific evaluation indicators of quality,and as a test of the evaluation criteria.Based on the evaluation framework,the corresponding quality testing tasks are designed.The evaluation framework is validated by the analysis of the results of the test questions and the test questions are optimized and improved.Finally,the questions for the intuitionistic evaluation of mathematics are generated.3.The preliminary application of the evaluation framework of the intuitionistic level of mathematics intuition.In this study,the questionnaire was collected from Suzhou and Wuxi sampling schools,and the experimental data were collected and analyzed.The following conclusions were drawn:(1)the establishment of the framework of the evaluation of literacy: This article through the literature analysis of the mathematical intuitive imagination of the intrinsic meaning of a more detailed and comprehensive review,and gives the visualization of mathematical imagination process definition.According to the teaching requirements of mathematical high school mathematics curriculum standards,the author tries to make a detailed evaluation of the students' intuitive imagination from the three dimensions of content,structure and process,and construct a three-dimensional "pyramid" literacy evaluation framework.Based on the framework of the evaluation of literacy,cleverly designed the guiding test task,in order to assess the students' intuitive imagination of mathematics,the specific performance and the corresponding level.The guiding factors of the test task include three dimensions,namely,the content of subject knowledge content,the dimension structure and the visual dimension of mathematical visual dimension.(2)high school grade students intuitive visual level of imagination,geometric visual imagination level in the level of two,that is,"contact",and algebra intuitive level of imagination,that is,"copy".In the analysis of the correctness of the students' questions and the types of problem solving,the visualization of the functions and applications of the senior students in the middle school is slightly stronger than the intuitive imagination of the vector and geometry.From the capacity structure dimension,Students' geometric visual imagination is stronger than algebraic intuitive imagination.(3)the current general high school mathematics curriculum standards emphasize spatial imagination,and the current compulsory education mathematics curriculum standards emphasize geometric intuition,2016 general high school mathematics curriculum standards(draft)put forward six core literacy in the mathematical intuitive imagination,but In the description of most of the content or pointing to the geometric visual imagination and the use of intuitive imagination to communicate with each other,the algebraic intuitive imagination of the expression and requirements rarely mentioned,of course,this also with ordinary high school on algebra intuitive imagination is relatively low There is a great connection,personally think that should be added to the algebra intuitive imagination of the content requirements of mathematical intuitive imagination to be able to get a comprehensive expression of the students to fully grasp their own literacy.4.Based on some of the thinking in the research process,this paper gives the specific reasons for the above-mentioned present situation and conclusion.Finally,provide appropriate recommendations for reference to the researchers,educators and students in the mathematical intuitive imagination of the development and training.