A Study On The Relationship Between Junior Two Students’ Ability Of Ruler And Compass Construction And Level Of Geometric Thinking

Comparing the 2011 and 2022 editions of the Compulsory Mathematics Curriculum,the content of ruler and compass construction in the primary section,which was originally part of the middle school,has been brought forward to the primary section,and the content of ruler and compass construction in the junior section has been added and the requirements related to ruler and compass construction have been scattered among the properties of plane figures,with the aim of promoting students’ understanding of the properties and relationships of plane figures and enhancing their geometric intuition and hands-on skills.It can be seen that in compulsory education the development of students’ skills in ruler and compass construction is enhanced in order to improve their ability to intuitive geometry.What is the current status of second year students’ ruler and compass construction,what is the current level of geometric thinking,and what is the relationship between ruler and compass construction and students’ level of geometric thinking? This will be the question to be addressed in this study.Through literature analysis method,it was determined that the whole research process was based on the framework of measuring the ruler and compass construction and geometric thinking levels that has been constructed in the Van Hill theory and related literature,using the second year students as the research subjects to design a test paper on the ruler and compass construction and geometric thinking levels.A survey research method was used to understand the current status of the respective ability of ruler and compass construction and geometric thinking levels of second year students and the relationship between second year students’ ability of ruler and compass construction and their level of geometric thinking.Using statistical analysis with the help of spss22.0 software to perform correlation tests on the collected data,the final results were as follows:(1)The second year students of the tested schools accounted for 17.2% of the low level,67.5% of the medium level,and 15.3% of the high level in the three levels of ruler and compass construction classified;(2)The geometric thinking level of the second year students in the tested schools is mainly distributed in Level 2 accounting for 58.85%;followed by Level 3 accounting for24.40%;Level 1 accounting for 9.57%;and Level 4 accounting for 7.18%;(3)There was a significant positive correlation between the ability of ruler and compass construction and the level of geometric thinking in the second year of study in the school under test,and the Pearson product difference correlation coefficient was =0.8333, ≈ 0.000 < 0.01;The regression analysis shows that the two are linearly correlated and can predict each other.With the score of geometric thinking level as the independent variable and the score of ruler and compass construction as the dependent variable,the developed one-dimensional linear regression model is y =0.893 x + 5.294;with the score of ruler and compass construction as the independent variable and the score of geometric thinking level as the dependent variable,the developed one-dimensional linear regression model is y = 0.873 x + 8.620.The results of the data analysis show that the ability of ruler and compass construction and the level of geometric thinking can influence,interact and promote each other.The results of the data analysis show that the ability of ruler and compass construction and the level of geometric thinking can influence,interact and promote each other.Therefore,in the teaching process,teachers need to strengthen the connection between ruler and compass construction and geometric content,and teach in the form of multiple drawings or variations of a problem,which not only facilitates the construction of students’ geometric knowledge,but also promotes their understanding and thus better develops their intuitive geometric literacy.