| Geometric intuition is one of the core literacies.It refers to the awareness and habit of using diagrams to describe and analyze problems.With the help of geometric intuition can help students establish connections between things,make complex mathematical problems into simple images,and gain ideas and methods to solve problems.The curriculum objectives in the Compulsory Mathematics Curriculum Standards(2022 Edition)are based on developing students’ core literacy development.Developing students’ core literacy in geometric intuition is the foundation for developing students’ geometric intuition skills in the third year of elementary school and even in higher levels.The third year of elementary school is a critical period for the transition from elementary school to junior high school,and mathematics at the junior high school level requires a higher level of geometric intuition.Therefore,a study was conducted to investigate the geometric intuitive ability of students in the third grade of elementary school in order to objectively understand the development level of students’ geometric intuitive ability and accurately position geometry teaching in junior high school.The literature review section of this study is divided into two major parts,which are an overview of the subsequent literature on geometric intuition and geometric intuitive ability,respectively.The research direction of this study was determined from the existing literature.This study defines the core concept of geometric intuitive ability and identifies Piaget’s theory of cognitive development and Van Hill’s theory of geometric level of thinking as the theoretical basis for this study.The methodology of this study used literature survey method,paper-and-pencil test method,questionnaire method,and interview method.First,the literature survey method was used to clarify the definition of geometric intuitive ability and to derive the research dimensions of the student test paper and the research dimensions of the teacher questionnaire for this study.This study was conducted on this student test dimension by self-administered test papers.Three hundred students from three fifth and three sixth grades in Primary School B in Nanning were tested on three dimensions of the student test dimension: forming an understanding of shapes,describing problems using shapes,and analyzing problems using shapes.At the same time,questionnaires were administered to the third-grade teachers of this elementary school,and four teachers from the tested classes were selected for interviews to analyze the current situation of students’ geometric intuitive ability,identify students’ deficiencies,analyze the reasons in combination with the questionnaires and interviews,and thus propose teaching strategies for developing students’ geometric intuitive ability.Through the research,the following deficiencies were found in the current situation of students’ geometric intuitive ability in the third grade of elementary school: insufficient depth of knowledge of graphs,insufficient mastery of using mathematical symbols of geometric figures,insufficient awareness of standardized graphing,incomplete expression of graphical language,insufficient ability to analyze geometric problems with graphs,insufficient ability to represent quantitative relationships with graphs,and a single way of representing topics with graphical analysis.Based on these findings,this study proposes the following specific teaching strategies: setting up geometric thinking boards and displaying geometric models,using geometric mathematical symbols in teaching implementation,standardizing graphing in the teaching process,training students to convert words and graphs,using intuitive teaching methods to teach different mathematical domains,teaching problem reading and examination skills,and using different representations to teach knowledge points.This study designed an instructional design for geometric intuitive skills development,using the example of "Knowing Circles" in the first book of the sixth grade of the Human Education Version.The concluding section summarizes the findings of this study and points out the shortcomings of this study as well as the prospects for continuing the study in the future in the workplace. |
