The Empirical Study On Representation Strategy Of Junior School Students' Geometry Problems

At present, more and more people begin to pay attention to education practice and education application problems, with the further reform of China's education system and the further understanding of the people for life. In all the subjects for junior middle school, the geometrical knowledge comes from practice and bases on life, there are a lot of problems are inseparable from geometrical knowledge in real life. Therefore, geometry problems have became new hot proposition in high school entrance examination at around in recent years. Based on the existing research of the mathematical problems representation strategy, this paper further discussed the problem representation strategy in solving geometry problems used by junior students, so as to explore the effective ways to improve junior's solving geometry levels.Study A: 50 junior students were chosen from a middle school in Henan, and were investigated which strategies would be used in solving geometric problems through the method of oral report, to understand the specific characteristics of the four stages for students in solving problems and further analyze the grade differences of representation strategy.Study B:40 students (Grade 8,Grade 9) from a common junior middle school were the participants in the research of 2 (students types) x2 (genders) x3 (problem types) mixed experiment design, to research whether representation strategy used by students in solving geometry problems would be influenced by their performance, their gender or problem type, and further to discuss the relationship between problem representation strategy and the performance.Through the above two studies, the following conclusions were obtained:(1)The students'problem representation strategies in solving geometry problems are the main direct-translation strategy and problem-model strategy, and there are significant differences in the problem representation strategy for the participants from different grades in solving appropriate difficulty problems.(2)There are significant differences between students with learning-well and students with learning-difficulty for their problem representation strategies in solving geometry problems. Students with learning-well tend to use problem-model strategy, students with learning-difficulty tend to use direct-translation strategy.(3)Gender difference is not significant, different gender participants'representation strategies used in solving the appropriate difficulty problems are not significant differences.(4)In different problem types,the useage of problem representation strategies exists remarkable difference. When they solve necessary-sufficient conditions and conditional redundancy problems, they tend to adopt the model strategies;When they solve deficiency-perfection problems, they tend to adopt direct cutover strategy.(5)In fixed time condition,the effectiveness of students with learning-well who used problem-model representation strategy is higher than that of students with learning-difficulty significantly.