A Study Of Mathematics Reading Disabilities In Junior High School Students

Reading,as one of the most important ways for people to acquire knowledge and improve their capabilities,is an indispensable social activity.The acquisition of mathematical knowledge is also indispensable for reading.In the teaching practice,the author found that students have more or less obstacles in mathematics reading,which seriously affects the students' mathematics learning.This article is devoted to studying the mathematics reading obstacles of junior high school students.First of all,the author used a self-made mathematics reading disorder questionnaire to investigate the eighth-grade students in the school which he was teaching.After the investigation,the children with dyslexia were screened out based on the scores of the test papers and they were subjected to unstructured interviews.They conducted qualitative research.On the other hand,the data of the questionnaires were processed by SPSS 20.0,that is,quantitative studies.Secondly,through the analysis of data,we found out the types and causes of the mathematical dyslexia in junior high school students.The conclusions are as follows:1.The performance types of mathematics dyslexia for junior high school students can be divided into selective coding disorder,language translation and translation,understanding and reasoning.(1)Obstacles in selective coding mainly include obstacles in graphic coding,text coding,and symbol coding.(2)The barriers to translation between languages can be divided into text-to-graphic mutual translation barriers,symbol-to-graphic-to-text translation barriers,and text-to-symbol cross-translation barriers.(3)The understanding of obstacles mainly includes the incomprehension of certain mathematical elements or symbols,the inability to understand certain mathematical sentences,and the inability to understand the context or the structure of the mathematical discourse.(4)The reasoning obstacles mainly include the two aspects of the reasoningreasoning and the deductive reasoning obstacle.2.The direct reason for these mathematics reading obstacles is the lack of mathematics reading ability.The indirect causes mainly include poor reading attitude,bad reading habits,and the influence of self-cognition.Finally,the countermeasures to overcome the mathematics reading obstacles of junior high school students are proposed in the aspects of mathematics coding ability,language translation ability,mathematics understanding ability,mathematic reasoning ability,reading monitoring ability and reading behavior habit.The countermeasures are as follows:1.Strategies for cultivating mathematics coding capabilities include:(1)improving the ability of textual language recognition;(2)improving the ability of graphical language recognition;(3)improving the ability of symbolic language recognition.2.Strategies for cultivating language translation capabilities include:(1)Enhancing the conversion training between the three forms of mathematical language;(2)Strengthening the training of mathematical language and natural language transformation.3.Strategies for cultivating mathematics comprehension:(1)Pay attention to systematical mathematics knowledge;(2)Focus on variants and comparative training;(3)Pay attention to the flexible use of mathematical methods.4.The training strategies of mathematical reasoning ability include:(1)inspire interest in inference;(2)build inference platform;(3)experience inference process;(4)level of progressive inference.5.The training strategies for reading monitoring skills include:(1)Exposing mathematical thinking;(2)Promoting teacher-student mutual assistance;(3)Encouraging self-assessment and self-assessment.6.The training strategies of reading habits include:(1)establishing reading confidence;(2)guiding reading strategies.