Investigation And Research On The Status Quo Of Junior High School Students' Mathematical Language Ability

Mathematical language is the carrier of mathematical thinking and the tool of mathematical activity.In the teaching of mathematics,all kinds of mathematical activities carried out by teachers and students are based on mathematical language.The research content of this article is mainly to establish a framework of mathematics language ability of junior high school students and compile test questionnaires based on relevant research at home and abroad;understand the current situation of junior high school students' mathematics language ability and analyze the correlation and difference of various dimensions with the help of SPSS statistical software;combining literature research,put forward corresponding teaching suggestions.Analysis of student test results shows:1.The junior middle school students have relatively weak mathematics language concepts.There are obstacles in the process of learning mathematics,such as recognition and conversion.Most students are used to expressing problems in daily language,but there are difficulties in expressing problems in mathematical language.2.In general,the overall linguistic ability of junior high school students in mathematics needs to be improved at this stage.At the same time,there are also problems such as weak basic knowledge,unclear examination questions,and inactive thinking.3.In terms of the three major abilities,the students ' scoring rate in mathematics language comprehension is 52.77%,while the scoring rate of mathematics language translation ability and expression ability is only 39.91% and 36.47%,and the comprehension ability is significantly better than translation ability and expression ability.4.In the three major content areas,the performance of students in statistics and probability is better,but the knowledge of logarithmic and algebra,graphics and geometric content needs to be consolidated.There is a close connection between the various content areas,especially the two traditional content of numbers and algebra and graphics and geometry.5.Among the three language types,students have the best grasp of mathematical symbolic language,but the weakest grasp of graphical language,with a score rate of only43.43%.Therefore,in daily teaching,more intuitive graphics and charts should be added help students understand the essence of knowledge,use the combination of numbers and ideas to better promote the learning of algebraic knowledge.6.In each basic situation,the junior and third grades have a higher scoring rate than the junior and second grades,and the overall mathematics language ability is better,but there is no significant difference,and there is a significant difference in understanding ability and expression ability,and no significant difference in translation ability.The results of the experimental class are significantly higher than those of the ordinary class,and there are significant differences,indicating that the language ability of mathematics is closely related to the academic level of the students;however,the difference in gender is not statistically significant.In view of the problems reflected in the above test results,the following teaching suggestions on cultivating students' mathematics language ability are proposed:(1)Stimulate learning motivation and interest;(2)Pay attention to revealing the connotation and essence of mathematics language;(3)Strengthen the mutual translation practice among multiple languages;(4)Provide a variety of interactive communication methods;(5)Strengthen the learning of mathematical schema language;(6)Strengthen math reading guidance.