Research On The Representation Ability Of Geometric Concepts In Junior Middle School Students

188 Chinese papers on the relationship between working memory and mathematics are screened from the CNKI,and then they are analyzed by the means of Software Citespace.The conclusion is drawn from the institution,author and keyword:(1)the Chinese researches on the relationship between working memory and mathematics mainly belongs to psychology and less education,and the normal universities are the the main research base.Most researchers are scholars or experts in colleges or universities engaged in professional psychology;(2)The research has experienced four stages:infancy,differentiation,integration and application;The research mainly involves working memory and arithmetic,mathematical ability,mathematical achievement,problem solving,strategy application and choices,mathematical anxiety and so on.The major objects are children,primary school students and middle school students,and the students with math learning difficulties are paid attention to.The research methods began to change from the traditional methods to the use of neuroscience techniques such as eye movement.And it gradually tends to research on the practical application and educational teaching.(3)The hotpots on research are the relationship between working memory including its subsystems(central executive,visuo-spatial sketchpad,working memory span,phonological loop,executive function)and mathematics learning difficulties,strategy application,mental arithmetic,estimation,mathematics anxiety,mathematics ability,problem solving,etc.The research on working memory and strategy is the research fronts.The formal research is divided into four parts:In the first part,this author studies the performance of the geometric conceptual representation.The questionnaire about geometric conceptual representation is designed according to the evaluation framework of mathematical representation ability of students in compulsory education period,and then 100 students in Grade Eight Hubei Province are investigated by the questionnaire.The final datum are analyzed to describe the geometric conceptual representation of students in GradeEight by SPSS 25.0,from aspects including the level of representation,characterization ways,gender differences and the relationship between the geometry concept representation and mathematic performance.Thus,the conclusion is drawn.Firstly,the geometry concept representation of the eighth graders is at the middle or lower levels.Secondly,the performance of inter-system representation of geometric concepts can reflect the level of representational ability.Thirdly,on the whole,the gender and age don't influence the students' geometric concept representation ability significantly,but there are some gender and age differences in inter-system representation.Fourthly,the performance of the intra-system representation is superior to inter-system representation.Finally,the representation level of geometric concepts and inter-system representation can better predict mathematical performance.In the second part,the cognitive mechanism of geometric concept representation is analyzed based on working memory.Based on the working memory model,the software E-prime 2.0 is used to design three psychological experimental tasks to evaluate the three subsystems of working memory--central executive,phonological loop and visuo-spatial sketchpad and test.The result shows that the representation ability of geometric concepts is closely related to the working memory.The students with the representation level of zero have some defects in the central executive and visual-spatial sketchpad,while the students with level two or three do better in the central executive and visual-spatial sketchpad.Working memory can effectively predict the final performance in math,especially according to the visual-spatial sketchpad.The third part puts forward some suggestions for the representation teaching of geometric concepts.On the one hand,training and intervention for students with working memory deficits is necessary;On the other hand,according to the process of studying geometric concepts,four strategies are promoted.Firstly,teachers is expected to show the formation of concepts to help students understand the connotation of concepts.Secondly,it is important to promote the ability to distinguish and analyze concepts.Thirdly,teachers are supposed to encourage students to show the concepts' representation multifariously.Last but not least,teachers can set teams to help special students with low level,so as to develop their concept representation ability.