The Visual Representation Factor Of Influencing High School Students To Solve Geometry Problems And Teaching Advice

Problem representation is key issue of helping junior school students solve geometry, andvisual-space representation is one style of the problems representation. Visual-space representationcan help individuals to understand the relation between problems situation, help the individualintuitively grasp the essence of the problem from the whole in problem solving.38students are selected to participate in this study from grade seven and eightthrough the intelligence test, the image-cognitive style test, and the final exam.According to the student type, the image-cognitive style, grade, the type of visualrepresentation, is to explore how the type of visual representation and cognitive styleeffect the geometric problem solving, how cognitive style affect the type of visualrepresentation, finally we will provide the corresponding teaching guidance forgeometry branch of mathematical subject through the research results. The studyresults show that:(1)Schema representation strategy, image representation strategy and theaccuracy of geometric problem solving are showed a significant correlation. It issignificant positive correlation with schema representation strategy, and significantnegative correlation with image representation strategy. However, it is not significantcorrelation between the accuracy of geometric problem solving and visual-spacerepresentation.(2)From the accuracy of geometric problem solving, the main effect of studentstype is significant, excellent students’ accuracy of problem solving is significanthigher than average students’. The main effect of grade are significant, the students’accuracy of problem solving is improved with the rise of grade.(3)In the student type level, the use of schema representation and imagerepresentation is no significant difference. In different grade, the use of representationstrategy is significant difference, along with growth of the grade, the number ofschema representation strategy’s use has also improved, the number of imagerepresentation’s use is decrease with the growth of the grade. Two types of studentsare not found significant differences in the effective use of schema representationstrategy, but that there is a significant difference of students’ type in effective use ofimage representation strategy. The better students’ accuracy is higher than an averagestudents’ by pictorial representation strategy to solve problems.(4)From students solving geometry problems, it is not significant level that the individual of different cognitive style use the number of schema and imagerepresentation, image and schema representation in using are not influenced byindividual cognitive style.(5)The type of students is associated with cognitive style, they are is existence ofinteraction.