Research On The Development Of Mathematics Reading Ability Structure Of Primary And Middle School Students

Reading is one of the main ways to get information,which is an inevitable cognitive activity in people's life,work and study.The current and future social development has higher requirements for human reading ability,which is no longer only a Chinese reading ability,but a comprehensive reading ability of words,symbols,charts and other information.The level of mathematical reading ability plays a crucial role in human development.The core quality of mathematics also puts forward higher requirements for the cultivation of mathematics reading ability.In view of this,the research studies the development of the mathematics reading ability structure of primary and middle school students,in order to provide reference for cultivating mathematics reading ability and improving students' core literacy.From September 2017 to June 2018,the project team completed the factor analysis of the structure of mathematical reading ability in the third grade,sixth grade students in primary school,junior three and senior three students.Among them,the factor analysis and research on the structure of junior three students' mathematical reading ability has been finished by 2016-grade professional master Yang rongrong,who enrolled in the same year.Therefore,the main content of this paper is:(1)the factor analysis of the structure of the mathematics reading ability in the third grade,sixth grade of primary school and third grade of senior high school;(2)research on the development of the structure of students' mathematical reading ability in the third grade,sixth grade of primary school,junior three and senior three;(3)according to the composition factors of the structure of mathematics reading ability in primary and middle school students,the cultivation strategies of mathematics reading ability are put forward.The main ideas of the research are as follows:(1)through literature research,the dimension of "mathematics reading ability structure" is theoretically drawn up preliminarily,the questionnaire of structural factors of mathematical reading ability is compiled,and the dimension of "mathematics reading ability structure" is determined by investigating the teachers of mathematics curriculum and teaching theory in colleges or universities,and frontline mathematics teachers in primary schools and middle schools;(2)the compilation of Mathematical Reading Ability Test Paper for Third Grade Primary School Students,Mathematical Reading Ability Test Paper for Sixth Grade Primary School Students,and Mathematical Reading Ability Test Paper for Senior Three Students,respectively,were tested on third grade,sixth grade primary school students and senior three students.Through factor analysis,the number of structural factors of mathematical reading ability of each grade was obtained;(3)use activity method to identify the factors with unclear psychological significance after factor analysis,identify their mathematical essence and rename them;identifies directly the factors with obvious psychological significance to determine the constituent factors of mathematical reading ability of each grade;(4)make a comprehensive analysis of the structure of mathematics reading in grade three,grade six in primary school,junior three and senior three,and conduct a development study on its characteristics;(5)according to the composition factors of the structure of mathematics reading ability in primary and middle school students,the cultivation strategies of mathematics reading ability are put forward.The conclusions are as follows:(1)the structure of mathematics reading ability of the third grade and the sixth grade students in primary school,is composed of six factors: conceptual comprehension ability,language translation ability,reading transfer ability,reading reasoning ability,spatial imagination ability and information integration ability;(2)the structure of mathematics reading ability of junior three students includes seven factors: conceptual comprehension ability,language translation ability,reading transfer ability,information integration ability,reading metacognition,spatial imagination ability and reading reasoning ability;(3)the structure of mathematics reading ability of senior three students include eight factors: conceptual understanding ability,abstract generalization ability,reading reasoning ability,language translation ability,spatial imagination ability,reading transfer ability,reading metacognition ability and information integration ability;(4)the structure of mathematical reading ability changes with the growth of age.On the one hand,the number of factors of the ability structure increases gradually,on the other hand,the relative status of relatively complex and high-level factors in the whole structure increases continuously.