Investigation And Analysis Of The Misconception Of Solid Geometry In High School Students

With the development of teaching reform,the importance of concept teaching has been prevailing.As the basic element of knowledge,the concept itself contains excessive mathematical logic.As an important part of mathematics,geometry has always been an important content and key part of international and domestic education reform.There are many concepts in high school solid geometry.Students are often affected by their own pre-knowledge and cognitive characteristics when learning these concepts,producing some misconceptions,which are very unfavorable for learning mathematics for students.Therefore,the research problems in this paper are(1)What are the common solid geometry misconceptions for high school students?(2)What are the main causes?This paper uses a questionnaire survey and an interview on the concept of a high school student in Shantou,Guangdong Province,to obtain the following main conclusions:(1)The misconceptions are not significantly related to the students ' gender or math performance.Instead,they are related to the selection of physics or selection of history(3 + 1 + 2 mode for new entrance examination to universities)(2)On the whole,students' concept of myth appears in simple geometry,especially on the location of spatial points and lines.Students' misconceptions of the idea of prism cone in simple geometry mainly focuses on the description of the side.They are always describing a necessary condition,ignoring completeness.As for the concept of prism platform,students are easy to ignore the upper and lower bottom parallel.When describing a platform with dynamic definition,it is easy to ignore rotating around a right waist(3)When students learn the relevant concepts of stereoscopic geometry,they always think of physical objects(graphics),and then describe the structural characteristics of the geometry in the brain,thus forming the concept of the geometry.Students have vague basic concepts,only describe their structural elements,and ignore the mutual relationship between these elements,which are often an important reason for the students to produce misconceptions.The author combines information processing theory,social constructionist theory and the theory of van Hill geometry thinking level,analyzes why students produce these misconceptions when learning stereo geometry,and gives his own teaching suggestions,hoping to play a positive role in high school teaching.