Research On The Geometric Intuitive Literacy Of Senior High School Students Based On IRT

Geometric intuition is not only the core concept of mathematics in compulsory education,but also the constituent element of intuitive imagination literacy in senior high school,it plays an important role in the formation of students' innovative thinking,the cultivation of practical ability and the study of mathematical knowledge.On the one hand,most contents is inseparable from the intervention of geometric intuition,which can effectively integrate spatial form and quantitative relationship,and is the third medium to connect the two;on the other hand,it can transform mathematical problems more intuitively and enrich students' learning strategies,so it is very important to measure the geometric intuition of senior high school students.Therefore,this study compiles a test paper which can accurately measure the geometric intuitive literacy of senior high school students with the help of the extended partial integral model of project response theory.This study adopts the methods of literature research,investigation and interview,and constructs the geometric intuitive literacy evaluation model of senior high school students based on Gagne's information processing theory,Van Hill's geometric thinking theory and Hoover's intuitive ability level theory.On this basis,combined with the high school mathematics textbooks,curriculum standards and the existing knowledge level of the students in the test school,a prediction test paper containing 19 questions was preliminarily compiled,and 97 randomly selected sophomores from a school in Y city were predicted.Through R,the questions in accordance with the extended segment integral model are selected to form the test paper for geometric intuitive literacy of senior high school students.A formal test was conducted on all the Grade two students in a school in Y City,306 test papers were collected,and SPSS was used to analyze the formal test data to understand the current situation of the formation of geometric intuitive literacy of senior high school students.After that,interviews were conducted with students at different levels of ability to understand the reasons for the differences in the formation of geometric intuitive literacy of senior high school students,and discussed how to cultivate and develop geometric intuitive literacy of those.The results show that the overall level of geometric intuition literacy of senior high school students participating in this test needs to be improved,and the development level of geometric intuitive literacy is highly related to mathematics scores.At the same time,there are differences in the formation of geometric intuitive literacy in subject selection,but there is no difference in gender.However,the results of this study can not represent the development of geometric intuitive literacy of all senior high school students in this area,and a lot of data is needed to support it.