Research On The Multi-dimensional Relationship Between Spatial Ability And Mathematical Ability Of Tibetan Senior High School Students

Mathematical ability not only affects the efficiency of individual activities in the field of mathematical cognition,but also has a profound impact on the promotion of individual development.Tibetan high school students have weak mathematical foundation,and their overall level is on the low side,and even appear the phenomenon of valuing literature and belittling science.In the past,the research mainly focused on concept understanding,calculation and problem solving.Influenced by the dual factors of ethnicity and mathematics foundation,the Tibetan students’ ability of concept understanding and calculation is low,and the application consciousness of problem-solving ability is weak,so the overall level needs to be improved.How to improve the mathematical ability of Tibetan students,is the focus of attention of the current ethnic educators,but also the focus of ethnic education researchers.As an important cognitive ability,spatial ability not only plays an important role in the development of mathematics,but also makes important contributions to the fields of science,technology,engineering and mathematics.The study found that spatial ability can be divided into four dimensions: internal dynamic and internal static,external dynamic and external static spatial ability,and different spatial components have different effects on different mathematical abilities.Among them,dynamic spatial ability is more related to the development of arithmetic,calculation and logical thinking ability,while static spatial ability is more related to quantitative ability and geometric ability.Further study also found that the relationship between twodimensional and three-dimensional spatial ability and mathematical ability is also different,two-dimensional mental rotation and mathematical calculation ability is positively correlated,three-dimensional mental rotation and mathematical reasoning ability and calculation ability is significantly correlated.It can be seen that the relationship between spatial ability and mathematical ability is not a simple linear relationship,but a multidimensional complexity.Related research found that the overall level of Tibetan students’ spatial ability demands to be enhanced.Spatial ability is the key factor affecting Tibetan students’ mathematics achievement,and is significantly related to mathematical concept understanding ability and calculation ability,and also affects Tibetan students’ problem-solving ability to a certain extent.Then,what is the connection between unlike dimensions of spatial ability and mathematical ability of Tibetan students? What is the connection between different dimensions of spatial ability and unlike mathematical ability? This study will focus on the dynamic and static spatial ability,and systematically investigate the connection between Tibetan students’ spatial ability and their conceptual understanding,calculation and problem-solving ability.The study selected 139 Tibetan students from a minzu university as subjects,and adopted a multi-dimensional network psychological platform(www.dweipsy.com)Collect data and select static space capabilities separately(Embedded Figure Test)and Dynamic Spatial Ability(origami figures,two-and three-dimensional mental rotation)two spatial abilities,select mathematical conceptual knowledge(geometric concept,algebraic concept),calculation(simple calculation,complex calculation)and word problems(algebraic application,arithmetic application).The data were processed by Visual Fox Pro 6.0 SPSS software.The dynamic and static spatial ability of Tibetan high school students and their multidimensional relationship with mathematical ability were systematically investigated.The results show that:(1)Tibetan students’ spatial ability is weak,but the dynamic spatial ability is higher than the static spatial ability,and the overall level of mathematics needs to be improved.(2)Tibetan students’ dynamic spatial ability is significantly correlated with calculation and problem solving ability,and the static spatial ability is correlated with concept understanding ability.After governing for gender and age,dynamic spatial ability can predict mathematical problem-solving ability,but static spatial ability has no predictive effect on mathematics.After governing the age,gender,and static space,dynamic space significantly predicted computing and problem-solving abilities.(3)The mental rotation of Tibetan senior high school students is related to their calculation ability and problem solving ability.After governing the age,gender,three-dimensional mental rotation predicted mathematical problem-solving ability.Research conclusion:(1)Tibetan students’ dynamic spatial ability is good,but the static spatial ability needs to be improved.(2)Spatial ability is significantly correlated with mathematical ability.Dynamic spatial ability is related to computational ability and problem solving ability,while static spatial ability is related to conceptual understanding ability.(3)Different dimensions of dynamic spatial ability have different effects on different mathematical abilities.Compared with two-dimensional mental rotation,three-dimensional mental rotation has more significant correlation with Tibetan high school students’ problemsolving ability;Origami figures can significantly predict conceptual understanding ability and problem solving ability.Based on the results of this study,the following recommendations are made:(1)Make use of the diversity of teaching methods to promote the development of students’ dynamic spatial ability and improve their reasoning ability.(2)Attach importance to the cultivation of thinking in images,promote the development of students’ static space ability and improve their mathematical ability.