A Study On The Relationship Between Reasoning Ability And Language Ability And Geometric Concepts And Geometric Theorems Of Tibetan Middle School Students

Geometric concepts and geometric theorems are an important part of geometry learning.The middle school stage is an important period to help students establish spatial concepts and cultivate geometric intuition and reasoning abilities.The learning of geometric concepts and theorems is not only of great significance for students to further study more complex figures and geometric knowledge,but also helps to cultivate students' spatial concepts and geometric intuitive ability.Tibetan students lack interest in mathematics learning,and even fear difficulties,which are closely related to geometric learning difficulties.The focus of existing geometric cognition research is mainly on the cognitive mechanism of geometric problem solving.Research has found that geometric problem solving ability is significantly related to reasoning ability and language ability.However,as an important part of geometry learning,the research on the cognitive mechanism of geometric concepts and theorems is very scarce.This thesis will focus on the role of reasoning ability and language ability in geometric concepts and theorems,and examine the role of reasoning ability and language ability in the processing of geometric concepts and theorems of Tibetan students from the perspective of cognitive behavior research.This research aims to explore the role of reasoning ability and language ability in the processing of geometric concepts and theorems of Tibetan high school students through two experiments.In order to exclude the influence of general cognitive ability on the experimental results,this research controls age,gender,spatial ability,Working memory and attention.This research mainly includes two experiments,respectively investigating the role of reasoning ability and language ability in the processing of geometric concepts and theorems of Tibetan high school students.Experiment 1 explored the processing relationship between different types of reasoning abilities and geometric concepts and geometric theorems.The experiment selected 148 Tibetan high school students as subjects to analyze whether there are differences between men and women in three different types of reasoning abilities;examine the relationship between the geometric concepts,geometric theorem processing and reasoning abilities of the research object;after controlling other cognitive abilities,pass Regression analysis is used to examine the predictive power of the results of the reasoning ability test on geometric concepts and geometric theorems;at the same time,through superiority analysis to explore the predictive role of inductive reasoning,deductive reasoning and analogical reasoning in geometric concepts and theorems.The results showed that:(1)There are significant gender differences in the analogical reasoning and syllogistic reasoning abilities of Tibetan students,and girls' analogical reasoning and syllogistic reasoning test scores are significantly higher than that of boys.(2)Inductive reasoning ability is significantly related to the learning of geometric concepts and theorems of Tibetan students.After controlling general cognitive ability,it has an independent and significant predictive effect on the learning of geometric concepts and geometric theorems of Tibetan high school students,and also has a significant effect on the learning of geometric theorems.The most predictive effect.(3)The ability of analogical reasoning is significantly related to the learning of geometric concepts and theorems of Tibetan students.After controlling general cognitive ability,it has an independent and significant predictive effect on the learning of geometric theorems of Tibetan high school students.(4)Deductive reasoning ability is not related to geometric concepts and related to geometric theorems,and has no predictive effect on both.This shows that different types of reasoning abilities play different roles in the processing of geometric concepts and theorems.Experiment 2 explores the processing relationship between language ability and geometric concepts and geometric theorems.The study selected 150 Tibetan high school students as subjects to analyze whether there are differences in the language ability of Tibetan high school students,and examine the relationship between the geometric concepts,geometric theorem processing and language ability of the research object;after controlling other cognitive abilities,through regression Analysis to examine the predictive power of the language proficiency test scores on geometric concepts and geometric theorems.The study found that:(1)There are significant gender differences in the word comprehension ability of Tibetan students,and girls' word comprehension test scores are significantly higher than that of boys.(2)Language ability has different effects on geometric concepts and theorems learning: language ability is significantly related to the learning of geometric concepts and theorems of Tibetan students.After controlling general cognitive ability,it has independent and significant predictions for the learning of geometric theorems of Tibetan high school students It has no significant effect on the prediction of geometric concepts.This shows that language ability is independent of geometric theorems,and this relationship is not affected by other cognitive factors.Through two experiments,the following conclusions are drawn:(1)There are significant gender differences in the reasoning ability and language ability of Tibetan high school students.Girls' reasoning ability and language ability are overall higher than that of boys.(2)Different types of reasoning abilities play different roles in the processing of geometric concepts and theorems.Inductive reasoning ability and analogical reasoning ability are significantly related to the geometric concepts and geometric theorems of Tibetan high school students;deductive reasoning ability is not related to geometric concepts but related to geometric theorems.(3)Language ability is a key cognitive factor that affects the processing of geometric concepts and theorems of Tibetan high school students,and language ability has a greater impact on geometric theorems.