| Mathematics reading is an important way for students to think and learn mathematics independently.In recent years,entrance examination for secondary school or college mathematics has higher and higher requirements on mathematics reading,and the importance of mathematics reading has become increasingly prominent.Research on mathematics reading dyslexia shows that students with mathematics reading dyslexia are also have math anxiety;students with mathematics reading dyslexia have ineffective monitoring of mathematics reading process,which means that meta-cognition will affect mathematics reading.In addition,existing studies have shown that math anxiety can affect students' meta-cognitive level.Based on the analysis of existing studies,this study proposes the following hypotheses:(1)Math anxiety is negatively correlated with mathematics reading.(2)Math anxiety is negatively correlated with meta-cognition.(3)Meta-cognition is positively correlated with mathematics reading.(4)Meta-cognition plays a mediating role in the process of math anxiety affecting mathematics reading.Taking 497 high school students in Xinzhou,Shanxi Province as research objects,we have compiled the "Mathematics Anxiety Questionnaire","Meta-cognition Questionnaire" and "Mathematics Reading Test Volume".First,descriptive statistics on the objects' degree of math anxiety,meta-cognitive level,and mathematics reading performance;Secondly,pairwise correlation analysis on math anxiety,mathematics reading,and meta-cognition;Finally,analysis mediating effects of meta-cognition in the math anxiety affecting mathematics reading process by a structural model which is established with math anxiety and meta-cognition as latent variables,and mathematics reading as an observation variable.The results show:(1)There is a negative correlation between math anxiety and mathematics reading at the level of 0.01.Students with higher math anxiety score have lower mathematics reading scores.(2)There was a negative correlation between math anxiety and meta-cognition at the level of 0.01.The higher the level of math anxiety,the lower the level of meta-cognition.(3)There was a correlation between meta-cognition and mathematics reading at the level of 0.01.The higher the meta-cognition level,the better the students' mathematics reading performance.(4)The adaptability of the structural model is good,and the adaptability index is better than the lowest level of the fitting index.Both indirect and direct effect of math anxiety on mathematics reading is significant at the 0.001 level.Therefore,meta-cognition plays a partial mediating role in the process of math anxiety affecting mathematics reading.According to the research results,the following teaching Suggestions are proposed:(1)Alleviation of math anxiety: Correctly cognitive examination to alleviate exam anxiety;Optimize CPFS structure to alleviate problem solving anxiety;Cultivate mathematical expression to alleviate mathematical language anxiety.(2)Cultivation of meta-cognitive ability: Infiltrating meta-cognitive knowledge in teaching;Focus on meta-cognitive experience;Actively guide meta-cognitive monitoring.(3)Cultivation of mathematical reading ability: Pay attention to the influence of non-intelligence factors on mathematics reading;Teach students in accordance with their aptitude combined with the psychological mechanism of mathematics reading. |
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