Research On Geometric Thinking Level Of Fifth Grade Students Based On Van Hiele Theory

In the revision of Mathematics Curriculum Standards for Compulsory Education in2011,it is the first time to put forward clearly that "geometric intuition" should be included in the ten core concepts of Mathematics subject of basic education in China,and regarded it as one of the core qualities of mathematics that primary and secondary school students must master,which is sufficient to reflect China’s emphasis on geometric intuition.In order to improve the geometry teaching,enhance students’ geometric intuitive ability and develop students’ mathematical core literacy,teachers need to understand the development of students’ geometric thinking level.The fifth grade of primary school is the key stage for the formation of geometric thinking,but the reality is not optimistic that students’ geometric thinking level needs to be improved.This study mainly uses literature research method,test method and interview method to explore the following four questions: How to evaluate the geometric thinking level of grade 5 primary school students,What is the current situation of the geometric thinking level of primary school students in grade 5,What problems exist in the geometric thinking level of grade 5 students in primary school,How to improve the geometric thinking level of grade 5 students in primary school.In order to evaluate the geometric thinking level of grade 5 primary school students and understand the development of their geometric thinking level,this study compiled test volumes with the visual level,analytical level and non-formal deduction level of Van Hiele theory as the analysis framework,selected four classes in the sixth grade as the research objects,conducted tests on students at the beginning of the semester,and reached the following conclusions: First,the geometric intuitive ability of fifth-grade students is mostly at the analytical level.Second,the visual level and analytical level of the fifth grade students are developing well.Third,the development of non-formal deduction level of fifth-grade primary school students is relatively weak.Fourthly,the number of grade 5 primary school students reaching the standard shows a downward trend with the improvement of geometric thinking level.Fifthly,there is no significant gender difference in geometric intuitive ability of fifth-grade primary school students.Sixth,there is a positive correlation between geometric intuitive ability and mathematics achievement of fifth-grade students.According to the current situation of students and teachers in-depth interviews,the author found the following problems: At the visual level,the observation method is not clear,students cannot accurately read the picture information;the mathematical perception is not clear and the unit representation cannot be established correctly.At the level of analysis,the exploration of basic concepts stays on the surface,and students cannot grasp it accurately;the understanding of graphic features is one-sided and not deep.At the level of non-formal interpretation,due to vague spatial consciousness and weak spatial imagination,students thinking development is limited,and their geometric reasoning ability is deficient.According to the existing problems in the current situation,this study gives specific suggestions,including: at the visual level,pay attention to the guidance of observation methods to effectively improve the ability of reading pictures;Show the concrete physical model,enrich the representation and enhance the perception.At the analytical level,follow the law of cognitive development and optimize the teaching of mathematical concepts;Hands-on operation,in-depth exploration of graphic features.At the level of non-formal deduction,modern information technology is used to develop spatial imagination.Effectively train multiple solutions to one problem and improve geometric reasoning ability.