The Effect Of Illustration Types On Mathematics Reading Of Junior High School Students With Different Cognitive Styles

Mathematics reading is an important part of mathematics teaching,and how to quickly read and extract useful information from math texts in a short period of time has always been an important topic for researchers.Studies have shown that illustrations are an important factor affecting reading.In recent decades,a large number of scholars have conducted in-depth studies combining illustration types with reading achievements,but their reading content is limited to subjects such as Chinese,physics,and chemistry.At present,there are few studies on the current situation of mathematical illustration teaching,and few people study the illustrations in mathematical reading.Therefore,this research adopts survey method and experimental method to understand the current teaching situation of illustrations in mathematics textbooks,and to explore the influence of illustration types on mathematics reading of junior high school students with different cognitive styles.Firstly,a questionnaire survey was used to survey 385 students and 42 teachers using East China Normal University 's junior high school mathematics textbooks.The purpose was to understand the current teaching situation of junior high school mathematics textbook illustrations.The teachers and students 'unanimous recognition;but the teachers and students' understanding of the types and functions of textbook illustrations is not comprehensive,resulting in the use of textbook illustrations is not ideal.Secondly,according to the problems found in the survey,determine the experimental research from the perspective of illustration types,and combine the learner's cognitive style to investigate the effect of different illustration types on the effect of mathematical reading.In the experiment,112 junior middle school students were selected as the subjects.The junior middle school mathematics-related exercises were used as experimental materials.4(illustration type: no illustration,explanatory illustration,descriptive Illustrations,decorative illustrations)×2(cognitive style: field independence,field dependence),the experimental design of the participants,explored the influence of illustration types on the mathematical reading of junior high school students with different cognitive styles,and reached the following conclusions:(1)There is a significant positive correlation between illustration type,cognitive style and mathematical reading in 0.01,and cognitive style is more closely related to mathematical reading.(2)There are significant differences in math reading scores among different illustration type groups(F=18.026,P=0.000<0.01).The students in the explanatory illustration group had the highest math reading scores(31.20),followed by the students in the descriptive illustration group(20.13),and the students in the decorative illustration group had the lowest math reading results(14.60).Compared with the reading scores of the non-illustrated group of students,it is shown that explanatory and descriptive illustrations can promote mathematics reading performance,while decorative illustrations have a hindrance effect.(3)In the case of the same type of illustration,the mathematics reading score of the students in the field independent group(26.28)is significantly higher than that of the students in the field dependent group(13.83).(4)There is a significant interaction between illustration types and cognitive styles on math reading performance(F=3.029,P=0.032<0.05).Finally,according to the conclusions of the investigation research and the experimental research,from the perspective of teachers and students,the teaching suggestions of junior middle school mathematics textbook illustrations were put forward specifically:(1)Suggestions for teachers to effectively use textbook illustrations: change educational concepts and value the value of illustrations;combine teaching content with appropriate additions and deletions of illustrations;reasonably choose illustrations based on student differences.(2)Suggestions for students to effectively use textbook illustrations: Correct study attitude and correct understanding of illustrations;develop the habit of reading pictures and make good use of illustrations to solve problems;overcome learning difficulties and try to draw illustrated questions.