An Investigation Of The Influence Of Cognitive Styles On Grade 7 Students’ Geometric Intuitive Skills

With the promulgation of “Mathematics curriculum standard of compulsory education(2011 Edition)”,the development of students’ geometric intuition at junior secondary level has gradually come to the forefront of researchers’ minds.The 2022 edition of the curriculum also states that "geometric intuition refers primarily to the awareness and habit of using diagrams to describe and analyse problems",Including it as one of the core concepts at junior secondary level.Geometric intuition facilitate students’ appreciation and understanding of mathematical knowledge,as well as developing the habit of extracting information from shapes and of analyzing and thinking.At the same time,Exploring the effects of cognitive styles on Junior one students’ geometric intuition skills.Thus,tailoring the teaching to the student and being able to appropriately fill the gaps in current research.The main methods used in this study were literature combing,test survey and interview analysis.Sorting through the extensive literature,determining assessment indicators for geometric intuitive skills on the basis of the curriculum standard.Geometric intuition is divided into intuitive perception skills,intuitive description skills,intuitive construction skills and intuitive exploration skills,and compile a self-prepared test paper.Combining CSFT and interviews with students and teachers to explore the reasons affecting the current state of performance of Junior one students’ geometric intuitive skills,Exploring differences in the performance of students’ geometric intuitive skills across cognitive styles.writing teaching strategies that are appropriate for students with different cognitive styles,Enabling every student to achieve some mathematical development.The main findings of this study were the following conclusions:1.Middle school students’ geometry intuitive skills in are low,just near pass level,and vary widely between students.Junior three students performed best in terms of ability,Junior two students were second and Junior one students were the worst.2.Intuitive perception and intuitive description skills are well developed,but intuitive construction skills are average and intuitive exploration skills are poorly developed.3.Geometric intuitive skills were not related to gender or class,but were significantly and positively correlated with their academic performance in mathematics,suggesting that improving students’ geometric intuitive skills could further improve their academic performance in mathematics.4.Junior one students show more of the field dependent style.To enhance differentiation between students,they are classified as field independent,intermediate and field dependent based on their performance.The number of students in the three categories was 28.0%,54.4% and 17.6%.5.The cognitive style of Junior one students was not related to gender or class and had a significant positive correlation with mathematics achievement.6.The field independent students achieved an average score of 50.5 on the Geometric Intuitive Skills Test,with scores at the good level and above.The mean scores of the field-dependent and intermediate students were 30.66 and 38.12 respectively,None of them scored at the passing level,with lower scores for the field-dependent students.The field independent students are better at geometric intuition than intermediate students are better than the field-dependent students.7.The study yielded a one-dimensional linear regression equation for the field cognitive style and geometric intuitive skills of Junior one students as: y=0.904x-5.418.To some extent students’ cognitive styles can predict their level of geometric intuitive skills.Based on the findings of the study and interviews with students and teachers,the following teaching strategies are proposed.1.Understanding students cognitive styles helps teachers to tailor their teaching.Different feedback should be given to students with different cognitive styles in the classroom and,if necessary,some learning groups can be conducted to allow students with different cognitive styles to learn from each other.2.Teaching mathematics in a way that relates to life and highlights fun helps reduce students’ intimidation in learning geometry and promotes mastery and understanding of knowledge.3.Teachers should highlight the advantages of geometric thinking in analyzing and solving mathematical problems in the classroom and seize educational opportunities to develop students’ awareness and ability to use graphs to analyse problems.4.Give full play to the teaching role of modern multimedia so that abstract mathematical content can be visualized.