Research On The Development Characteristics Of Geometric Intuition Of Primary School Student

Mathematics core literacy is the necessary character and key ability of social citizens to adapt to lifelong development and social development,is the focus of the new round of basic education mathematics curriculum reform,and is an important theme of international mathematics education research.Geometric intuition is one of the core mathematical literacies to be cultivated by students in the compulsory education stage,and the study of geometric intuition for primary school students is a realistic requirement for deepening the reform of mathematics education teaching,and has certain theoretical significance and practical value.This study takes the core literacy of mathematics as the starting point,constructs the theoretical framework of geometric intuitive in primary school students by clarifying the connotation of geometric intuition,and finally analyzes the development characteristics of geometric intuition.Firstly,through literature combing,curriculum standards and textbook analysis,the keywords of geometric intuitive components are extracted,and the components of geometric intuitive are obtained after expert consultation.According to the theoretical basis determined by the research,the level of development of geometric intuitive is divided.Secondly,in order to investigate the performance of fifth-grade students in geometric intuition,a test paper was compiled based on the theoretical framework of geometric intuition for primary school students.Through the test results,the students’ geometric intuitive development level and performance in specific topics are analyzed,and the characteristics of students’ geometric intuitive development are summarized and summarized.The study mainly draws the following conclusions:First,the study constructs a geometric intuitive structure model for primary school students.The model mainly contains two levels,corresponding to the first-level dimension and the second-level dimension,the first-level dimension is to recognize graphics,number-shape connection,problem solving,the second-level dimension is the identification and understanding of graphics,the construction and exploration of graphics,the decomposition and combination of graphics,the use of charts to represent numbers and operations,the use of charts to represent geometric problems,the use of charts to represent real problems,the use of charts to analyze problems,the use of charts to solve problems.Second,the geometric intuitive development of fifth-grade students is generally at a medium level,and there is still much room for improvement.There were differences in the performance of grade 5 students in various dimensions of geometric intuition,with good performance in the cognitive graphic dimension and unsatisfactory performance in the number and shape connection dimension.Fifth graders have different characteristics at different levels of geometric intuition,intuitiveness at the visual level,concreteness at the analytical level,and abstraction at the inquiry level.Based on the above research conclusions,three suggestions are put forward: encourage students to do hands-on operation and accumulate experience in geometric activities;Strengthen the drawing training of students to improve the ability of combining numbers with shapes;Understand students’ geometric intuitive level and teach students according to their developmental characteristics.