A Study On The Cognitive Impairment Of Grade Two Students In Isotonic Triangle Learning

Congruent triangles play an important role in geometry learning and have great research value.In order to learn this knowledge better,cognitive barriers will appear in any learning,this study used literature review,questionnaire survey,interview and Think Aloud Protocol to study the cognitive impairment of isotrigonometry.Based on Jean Piaget's cognitive development theory,constructivist learning theory,and the analytic hierarchy framework of mathematical cognitive level(Qing Pu District experimental group,1991),this paper analyzes the cognitive barriers of isotonic triangle learning.First of all,according to the Literature Review and research,the cognitive barriers of isometric triangle learning can be divided into four types: Conceptual comprehension obstacle,speech comprehension obstacle,basic figure obstacle,reasoning analysis obstacle.Secondly,the test paper is compiled and revised by relevant classification,and the data of the test paper are analyzed by SPSS and other software.Thirdly,classify the students by each question in the test paper,sample the students according to each wrong question,interview the students in the sample,and analyze the main problems in the ISOSCELES triangle study.Finally,through the interview with the corresponding teachers,we can get the reasons of learning disability from the teachers' point of view,and get the corresponding teaching suggestions as a reference for teaching suggestions.Based on the above research,the conclusions are as follows:(1)There are four types of cognitive obstacles in the learning of full-isosceles triangle: conceptual understanding obstacle,speech understanding obstacle,basic figure obstacle and reasoning analysis obstacle.(2)Among cognitive disorders,the degree of the disorder is different: Among the conceptual understanding disorder,there is no disorder most,followed by the mild and mild disorder;among the speech-to-speech understanding disorder,the more serious and the more serious degree is more than half;among the basic figure disorder,more than half of them are serious and more serious,and more than 70%of them are serious,more serious and moderate.(3)The degree of various cognitive impairment is different,among which the basic figure cognitive impairment is the most serious,the cognitive impairmentof reasoning analysis is the most serious,the cognitive impairment of speech comprehension is the least,and the cognitive impairment of conceptual understanding is the most serious,to the least extent possible.(4)cognitive impairment varies from class to class.In the three aspects of concept understanding,language understanding and basic figure,the cognitive impairment degree of Class 2 is higher than that of Class 1,while the cognitive impairment degree of Class 1 is higher than that of class 2 in the analysis of reasoning and reasoning.(5)Through the interviews with teachers and students,the obstacles are divided into four categories: conceptual understanding obstacles,speech understanding obstacles,basic figure obstacles,reasoning and theoretical analysis obstacles.