A Case Study Of Geometric Intuitive Ability Of Grade Five Students In Minority Areas

At present, China’s proposed the slogan of education Popularization, which reminds us have to pay attention to mathematics education of ethnic minorities, especially focus on mathematical literacy. In order to improve students’ intuitive sense of geometry geometric intuition, we used the paper of "national elementary and high schools as the leading mathematical science teaching reform research," by Minzu University of China. Selected the questions concerning geometry intuitive of the fifth grade, use SOLO category theory in which 407 test subjects were analyzed, to choose a representative to conduct case studies aimed at ethnic minority areas research papers answer through fifth grade student, and then grading the geometric capacity of fifth grade students in minority areas,according to the level of stratification, this paper will be discussed by the following points:(1) Analysis the Mathematics textbooks PEP. For example, summarize the primary stage 1-5-grade teachers in the teaching process in which knowledge can help students develop geometric intuition ability, and as a basis for the students of geometry intuitive ability hierarchical division;(2)Through the Central University for Nationalities "national elementary and high schools as the leading mathematical science teaching reform research project" Research on Minority Areas papers analyze and identify those questions that Italy can apply geometric intuitive thinking, to establish the appropriate geometry.(3)Select one of the exam questions,analyze the answer situation.(4)The use of "SOLO theory analysis" for students in the answer papers were for the use of geometric intuitive thinking, which will help teachers understand students’ mastery of knowledge of geometry and thought process, thereby leading to effective teaching, and gradually develop students geometric visual literacy.(5)Minority Areas help teachers better grasp of the students in terms of geometric intuitive grasp of truth, improving teachers’ pay attention to geometric intuition policy applied in the teaching process, focus on training local students’ geometric intuition consciousness.After the collation and analysis of the papers, the conclusions of this study are the following:(1) Subjects about a quarter of students do not have an intuitive sense of geometry;(2) In a single structure levels of students easier to achieve pluralistic hierarchy;(3) Minority Areas Students’ Ability of geometric relative standard curriculum requirements there is a large gap;(4) Habits and methods of teaching the teachers have a direct impact on students’ intuitive sense of geometry.Finally, the author, by the above four conclusions were cause analysis, and combined with the current mathematics curriculum reform with the actual situation of mathematics teaching of elementary school mathematics minority areas of geometric teaching recommendations for improvements.