A Comparative Study On The Mathematical Reading Ability Of The Fourth-grade Students In Urban And Rural Primary School

With the development of digital society,mathematical reading has become increasingly important,and cultivating the ability of mathematical reading is not only the requirement of the digital society but also the need of the development of the students.In order to promote the balanced development of urban and rural students' mathematics reading ability,it is necessary to fully understand the differences in the ability of urban and rural students and then propose some suggestions in the context of the development of the urban and rural compulsory education.Based on,this study compares the mathematical reading ability between urban and rural fourth-grade students to find out the gap in the ability and understand the source of the differences,and analyze the reason for the differences.And then the study will propose suggestions to narrow the gap and promote urban and rural students to develop the mathematical ability and literacy.This study mainly uses the method named literature-research to sort out and summarize relevant literature,and know the other research results.Then the study uses the test about mathematical reading to know the urban and rural fourth-grade students' mathematical reading ability from recognizing,translating,and analyzing.The study compares the ability to find the differences in the ability of mathematical reading between urban and rural fourth-grade students.In order to understand the specific source of the gap,the study analyzes the differences between urban and rural students.Finally,the interview was used to know the reasons for the differences in mathematical reading ability of urban and rural students and then the study makes a suggestion to develop pupils' the ability of mathematics reading.The conclusion is that the urban-rural differences in recognizing character are not significant,but the urban-rural differences of translating and analyzing are very significant.In order to put up the source of the differences in mathematical reading ability between urban and rural students,the study analyzes the differences from recognizing,translating and analyzing.The conclusions are that In recognizing,rural students' ability to recognizing is lower than Urban students,but their ability to recognize mathematical symbols is better than urban students;and In terms of translating,urban students are the same as the rural students in the ability of text and symbols,but the ability of graphics and symbols of urban fourth-grade students is significantly better than the rural students.In terms of analyzing,urban students' ability to integrate text,symbols and diagram is better than the rural students.Based on,this research analyzes the reasons of the differences of the urban and rural fourth-grade students in the ability from the school,teacher and student.The study knows that the different proportions of mathematics curriculum,the difference of teachers caring on the mathematics reading and the difference of teachers' knowledge and the different methods to guide have an impact on the ability.And the difference of students' reading interests and the difference of students' habits and the peculiarities of urban and rural fourth-grade students also have an impact on the ability.The research gives opinions to develop the ability of urban-rural students.Those suggestions are that school should enrich the mathematical curriculum to broaden students horizons,including making the mathematical courses and constructing the platforms to share resource between urban and rural areas;then,teachers should use a lots of methods to improve the professional level,including reading and making a learning community of urban and rural teachers.And,according to the characteristics of physical and mental development,teachers should strengthen guidance,for example,students should strengthen the mathematical foundation though guiding mathematical recognition,and master the equivalent forms of mathematical language in the guidance of translating,and develop mathematical language in the guidance of mathematical analyzing.And teachers should stimulate students' interesting in mathematics reading and increase motivation for mathematics reading,including creating a nice atmosphere,arranging teaching links,and recommending other mathematical books.Students should cultivate the habit of mathematical reading to improve efficiency,and cultivate the ability to read,write and think and independent the habit to orderly read.