Investigation On The Present Situation Of Pupils' Geometric Intuitionistic Ability

As one of the ten core concepts of mathematics,geometric intuition mainly refers to the use of graphics to describe and analyze problems.With geometric intuition,it can help students establish connections between things,turn complex problems into simple images,and obtain problem-solving ideas and methods,which play an important role in primary school mathematics teaching and primary school mathematics learning.In 2011,geometric intuition was written into the "Compulsory Education Mathematics Curriculum Standards" for the first time.The value is gradually valued and its importance is increasingly prominent.The learning of elementary school mathematics is inseparable from the intuitive help of geometry.It is undoubtedly the focus of modern mathematics teaching to cultivate the intuitive ability of geometry.Therefore,it is very important to investigate and analyze the geometric intuitive ability of primary school students and formulate corresponding training strategies.This research adopts literature analysis method,test survey method and interview method.Through literature review,the concept and connotation of geometric intuition ability were clarified.Based on the existing evaluation model of geometric intuition ability of elementary school students,some dimensions were adjusted and the test paper of geometric intuition ability of elementary school students was compiled.Starting from the three dimensions of understanding and operating graphics,using graphics to describe problems,and using graphics to analyze problems,a total of 303 fifth-grade students in 6classes in 3 schools in District J of Chongqing were investigated,and 6 students who participated in the test were selected.Conducted in-depth interviews with 3 mathematics teachers to analyze the status quo of pupils' geometric intuitive ability,find out the shortcomings,and analyze the reasons for them in combination with the content of the interviews,thus proposing strategies for cultivating pupils' geometric intuitive ability.The survey results of elementary school students' geometric intuition ability show that: elementary school students' geometric intuition ability is at an intermediate level;elementary school students are better than using graphics to analyze problems in terms of understanding and operation of graphics and using graphics to describe problems;in the content area,statistics and probability perform best,Numbers and algebra perform poorly.In terms of specific answers,primary school students have the following shortcomings in terms of figure recognition and operation: students lack a deep understanding of figures,and their awareness of drawing and measuring figures is not strong;figure description problems: mathematics language conversion expression is incomplete,and figures represent geometry The problem is difficult;the graphical analysis problem: the comprehensive analysis problem lacks flexibility,and the ability of graphics to establish quantitative relationships is weak.Aiming at the shortcomings of elementary school students' geometric intuitive ability,this research conducted a corresponding analysis of the reasons through interviews with teachers and students.First of all,primary school students' lack of indepth understanding of graphics is reflected in the fact that students do not closely follow the relationship between geometric elements,and teachers ignore the presentation of observation skills in teaching;the lack of awareness of drawing and measuring graphics is reflected in: failure to realize the intuitive value of geometry and hands-on The operation must not be done in a proper way and the opportunities are less.Secondly,the incomplete expression of mathematics language conversion of elementary school students is manifested in: unclear conversion relationship and non-standard language expression;difficulty in using graphics to represent geometric problems is manifested in:poor expression of abstract problems and lack of pertinence in training in various content areas.Finally,the lack of flexibility in the comprehensive analysis of the problem of primary school students lies in: lack of variant exercises and transfer training,imperfect cognitive development of students;weak ability to establish quantitative relationships with figures: difficulty in extracting key information and simple graphical representation.Based on the above findings,this research proposes a targeted strategy for cultivating elementary school students' geometric intuitive ability.In elementary school students' understanding and operation of graphics,it is necessary to guide students to explore actively and deepen their understanding of graphics;encourage students to operate intuitively and cultivate intuitive awareness of geometry.In elementary school students' use of graphics to describe problems,it is necessary for students to construct information and graphics connections to achieve mutual translation of text and graphics;teaching should be based on different mathematical content and scientifically carry out intuitive teaching.When elementary school students use graphics to analyze problems,they should pay attention to the transfer of problem variants and strengthen graphics analysis training;focus on guiding students to choose appropriate representation methods and enrich geometric intuitive models.