| In this paper,from the perspective of College Students' mathematics learning,combined with the results of cognitive science research,the experimental research method is used to prove that Chinese college students will have automatic connection reaction with different directions in the three-dimensional space when they represent quantity,that is,the law of College Students' quantity representation and spatial information exists in the three-dimensional space of daily educational activities.First of all,through combing the related research,this paper finds that the activated brain areas of digital and spatial processing overlap,so there may be a common cognitive neural mechanism between the two,and the number space joint representation(SNARC effect)is significantly related to the development of mathematical ability,and its effect amount changes with the development of mathematical ability,that is,the effect can be used as a judgment of College Students' mathematical learning The auxiliary standards of cognitive characteristics provide empirical evidence for the reform of college mathematics teaching.Then 120 college students were studied by using size judgment paradigm.The experimental results show that the joint coding effect of digital space exists in the three-dimensional space,and the law of joint representation of spatial numbers of college students is obtained: the decimal number has automatic association with the left,the bottom and the near end,and the large number has automatic association with the right,the top and the far end.Finally,based on the results of cognitive neuroscience research,this paper discusses the main factors that affect college students' mathematics learning and the implications for college mathematics education.Based on the cognitive characteristics of college students to promote their mathematics learning ability: first of all,this study is conducive to teachers and students to understand the close relationship between spatial information and numbers.This provides experimental evidence for further using spatial information to improve mathematical ability.Secondly,it is conducive to adjust learning strategies to adapt to college mathematics learning.Different SNARC effect levels may reflect the cognitive characteristics of different students,which can help students to choose appropriatelearning strategies according to their cognitive situation.Third,it suggests that new techniques should be used actively in mathematics learning.From the perspective of building teaching methods that highlight spatial information and operability based on new technology: first of all,the current computer-aided teaching promotes the intuitiveness and operability of mathematics content to a certain extent,which provides technical support for the application of spatial information in mathematics education.Therefore,in the reform and improvement of higher mathematics curriculum content,we should make full use of mobile terminals,virtual reality and other educational technologies,so that the higher mathematics content is more intuitive and easy to operate.Secondly,teachers can optimize the teaching content and teaching concept according to the new technology,so that the new technology can play a maximum role.Third,the SNARC effect provides a new evaluation method and promotes the diversification of mathematics teaching evaluation methods.Teachers can monitor the intensity of the effect to help teachers judge the change of students' mathematical ability and provide auxiliary standards for evaluating students' mathematical ability.For some students whose mathematical foundation is relatively weak,they can train their ability to represent numbers in relation to space and improve their mathematical ability.In the same major as required by mathematics ability,students' mathematics ability can also be judged by measuring the snrac effect.In order to facilitate teachers to better grasp the situation of students,so as to teach students in accordance with their aptitude. |
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