Research On The Correlation Between Mathematical Culture Teaching And Pupils' Geometry Intuition Ability

Mathematical culture has been formally included in the mathematics curriculum standards for basic education.It embodies the cultural quality of mathematics and plays an important role in cultivating students' mathematics literacy,humanistic quality and comprehensive quality.Since 2001,the geometrical visualization has appeared in the "Curriculum Curriculum Standard for Compulsory Education".With the changes of the times,the importance of educational reform and geometrical intuition has become increasingly prominent.From "geometric intuition is an important part of the concept of space." Implicitly put forward the explicit emphasis on the "geometric intuition" as one of the ten core concepts to embody this process of change.However,the current research results are more directed at how to use geometry to help teaching and develop students' visual literacy or ability.The training strategies proposed are mostly focused on “mapping skills” and “combination of numbers and shapes” and are combined by front-line teachers.Although self-teaching practice is,to a certain extent,feasible and effective,there is little theoretical basis for a scientific research method.On the other hand,there must be many ways to cultivate visually intuitive literacy and ability.Based on a certain theoretical basis and combining the features of mathematics culture into teaching,in order to explore new ways of developing pupils' geometrical intuition ability,this study attempts to quantitatively characterize the correlation between mathematics culture teaching and primary pupils' geometrical intuition ability through empirical research.In addition,the author gives the suggestions that can effectively develop the student's geometrical intuition ability and infiltrate the mathematics culture in the teaching,and provides the practical basis for the later mathematics culture teaching practice and the cultivation of the geometry intuition ability.This study mainly uses the literature analysis method,comparative research method,investigation method and statistical analysis method.Through the review,collation and analysis of the literature,the concept of mathematics culture teaching and elementary pupils' geometrical intuition ability was defined.Based on the existing questionnaires of mathematics culture teaching,the survey questionnaire of mathematics culture infiltration teaching used in this study was adapted.Based on the model and index system of primary pupils' geometrical intuitional ability,the pupils' geometrical intuitional ability test papers were compiled.After the reliability,validity,difficulty,and differentiation tests,the research tools of the research were finally obtained;A total of 255 students in the five grades of the three different levels of the district conducted a survey of 255 students and collected data.Finally,the data were collated.Statistical analysis was used to process the obtained data using EXCEL21 and SPSS21.0.From the perspective of understanding the current state of mathematics and culture infiltration teaching and the current status of pupils' geometrical intuitions,and quantitatively describing the relationship between mathematics and cultural infiltration teaching and primary pupils' geometrical intuitional ability and their relevance,and then give recommendations.The main conclusions of this study are as follows:1.In the current state of mathematics and cultural infiltration teaching,students are sure and supportive of the infiltration of mathematics and culture.The main performance is that students can correctly understand the teaching requirements and teaching methods of the teachers,and have high concentration during the teaching process;they have updated the past improper understanding of “mathematics is only an examination subject”,and also helped students enhance their awareness of mathematical applications;mathematics and cultural teaching It is beneficial for students to improve their academic performance;there is no statistically significant difference between mathematics culture and teaching process in gender and school area.2.In terms of the pupils' geometrical intuition ability,pupils' geometrical intuition ability as a whole as well as the formation of graph recognition,the use of graphs to describe problems,and the use of graphs to analyze problems have all achieved relatively good results;the overall ability of geometric visualization,the use of graphs to describe problems,and the use of graphs to analyze problems There are no statistically significant differences in gender between the three areas,but there are statistically significant differences in school,and Sch3 school students' survey results are relatively high;there is gender in the formation of graphical understanding and Significant differences in the geographical location of the school.3.The relevance of infiltrating mathematics culture in teaching and pupils' geometry intuition ability: As a whole,there is a statistically significant positive correlation between mathematics culture teaching and primary pupils' geometrical intuitive ability;students' performance in the infiltration teaching of mathematics and culture.The pupils' understanding of graphic formation and the use of graphical analysis are statistically significant and positive.The mathematical mathematics teaching process conducted by teachers in the eyes of pupils is in line with the understanding of pupils in the formation of graphs,the use of graphs to describe problems,and the use of graphs to analyze problems statistically.There is a significant positive correlation;the influence of mathematics culture teaching and the three aspects of pupils' geometrical intuition ability are statistically significant and positive;students' feelings of mathematics culture teaching are not compatible with the three levels of geometric intuition ability.They also show a statistically relevant relationship.According to the conclusions obtained from the research,it can be affirmed that there is indeed a significant positive correlation between the penetration of mathematics in the teaching process and the intuitive ability of pupils.Finally,on this basis,this study proposes practical suggestions that are conducive to the development of pupils' geometrical intuitive ability and better infiltration of mathematics culture in teaching for reference.