Investigation And Research On The Status Quo Of Students' Geometric Intuition Ability In Fifth Grade Of Elementary School

Geometric intuition ability is one of the essential mathematical abilities of students.It can not only help students to solve complex problems,but also develop the basis of students' innovation ability.In order to improve the geometry intuitionistic ability of students,it is very important to understand their geometry intuitionistic ability.The research content includes two aspects: dividing the elementary school students' geometric intuitionistic ability level;This paper analyzes the present situation of geometry intuitionistic ability of the fifth grade students,and puts forward some Suggestions according to the shortcomings of their development.Centering on the above research contents,the research methods adopted in this study include literature analysis,test method,expert scoring method and data statistical analysis method.By analyzing the relevant literature,the definition of geometric intuitionistic ability is defined,and the three dimensions of geometric intuitionistic ability are analyzed on the basis of the existing research.According to the theory of cognitive development and five levels of visualization,the three dimensions are divided into four levels of perception,recognition,analysis and analogy.According to "compulsory education mathematics curriculum standards(2011 edition)" and the actual situation of students,self-compiled test paper,three primary schools 252 students just into the sixth grade students test.Then,the difficulty of each indicator of the test was assigned by the members of the assignment group,and SPSS21.0 was used for data difference analysis based on the students' response.Conclusion :(1)most of the students have reached the recognition level of geometric intuitionistic ability,while about 10% of the students are still at the perceptual level.(2)there are significant differences in students' performance in each dimension,and the "problem analysis by graph" dimension is the best.The dimension of "the knowledge that shapes a graph" performs poorly.(3)there was a significant difference in the performance of the students in each indicator.The students performed well in "drawing basic graphs","using graphs to represent practical problems",and "using graphs to think about problems and form problem-solving directions".The performance of "using symbols to represent graphs","using graphs to perform computation" and "using graphs to represent quantitative relations" is poor.(4)through the specific analysis of each indicator,it is found that students are weak in solving comprehensive geometric intuitive problems;For the same problem,in the face of strange situation,the consciousness of using geometric intuition to solve the problem is poor;Students have accumulated less geometric materials and cannot deal with geometric problems flexibly.(5)there are significant differences between male and female students in geometric intuitive ability,and male students are superior to female students.Meanwhile,it is found in the difference analysis that male students are superior to female students in three dimensions.According to the research conclusion,the author puts forward some teaching Suggestions: to provide diversified problem situations,and teachers to demonstrate and explain appropriately;To improve the relevance of geometric intuitive knowledge,and to carry out targeted teaching;Help students accumulate geometry materials and encourage bold thinking.