An Empirical Study Of Cultivating Students' Literacy Of Geometrical Intuition In Primary School Mathematics Teaching

The "Compulsory Education Mathematics Curriculum Standard(2011 Edition)" clearly states that in the mathematics curriculum,we should pay attention to cultivating and developing students' mathematical literacy in order to meet the needs of talent development in the development of the times.As one of the ten core literacy of mathematics,geometric intuitive literacy is enough to see its importance.Existing research shows that educational technology theory has a guiding role in solving primary school mathematics teaching problems.Therefore,this research focuses on the cultivation of elementary school students' intuitive geometric literacy.Guided by theories related to educational technology,through the design and implementation of teaching programs,empirical research is conducted.This research starts from the problems existing in the S school's geometry intuitive teaching,and uses Dell's "Tower of Experience" and Gagne's information processing learning theory as the guidance to explore teaching strategies that can effectively improve pupils' mathematical geometry intuitive literacy.Select the learning content of the "fraction division" unit in the sixth grade book.Based on the analysis of the teaching goals,design a teaching application plan that comprehensively uses multiple representation strategies and connected life strategies.In the process of implementing the plan,collect it in many aspects,angles and continuously.Relevant data,test the research hypothesis through data analysis,verify the effectiveness of the selected strategy for cultivating students' geometric intuitive literacy,and give relevant teaching suggestions.This study uses classroom observation method and interview method to understand the current situation of S school's geometry intuitive teaching.In the preparatory stage,the literature research method was used on CNKI to understand the current status of primary school mathematics geometry intuitive teaching,combing geometric intuitive ability behavioral performance levels,compiling related evaluation tools,studying related literature to explore training strategies.In the teaching design and implementation stage,two classes(third and fourth)in the sixth grade are selected as experimental classes,while the other two parallel classes(first and second)are selected as control classes to conduct experimental research.Classes use multiple representations and connected life strategies to implement teaching.After a period of time,collect relevant data by conducting questionnaire surveys and tests in the experimental and control classes,and perform quantitative analysis through t-test,four-box test,consistency test,correlation analysis,regression analysis and other methods to compare and evaluate implementation effects.Practice has shown that,by taking full advantage of multimedia courseware,design multiple representation methods for the same teaching content,and arrange the representation order reasonably according to the cognitive law of students.Such multiple representation strategies can help deepen students' understanding of knowledge and promote migration.Conducive to the cultivation of students' geometric intuitive literacy;In the teaching,pay attention to the reasonable introduction of real-life examples into the mathematics classroom,encourage students to find problems,raise problems,solve problems from real life situations,and feel the close connection between mathematics and life.It helps to improve students' ability to use mathematical knowledge to solve practical problems.The preliminary research results show that the comprehensive application of teaching strategies such as multi-representation and connected life helps to develop students 'geometric intuitive literacy.At the same time,it also found that students' mathematical interests,math scores,geometric intuitive consciousness,and geometric intuitive abilities are statistically related.