Study On The Influence Of Mathematics Reading On Mathematical Transfer In Junior High School Students

The learning of mathematical knowledge and the establishment of mathematical cognitive structure are inseparable from the role of transfer.Transfer first needs to accurately extract the information in the problem,secondly,understand the concepts involved in the problem information,reorganize the problem conditions and match the similar patterns in the existing cognitive structure,and finally transfer the learned knowledge to the new one.Mathematical reading plays a key role in the acquisition of problem information and also plays an important preparatory role in the process of migration.Studying the impact of mathematical reading on migration is conducive to teachers accurately grasping the mathematical learning level of students,teaching students to use reasonable mathematical reading strategies to promote the positive occurrence of migration when extracting problem information,and further improving students’ mathematical learning effect.On the basis of reviewing the existing related materials on mathematics transfer ability and reading,this study compiled the "Junior High School Students’ Mathematics Transfer Ability Test Paper",using two propositions with broad abstract mathematical relationships as source questions,and different surface structures Similar-level target questions are used as test questions to investigate students’ mathematical transfer level.At the same time,based on the existing achievements in mathematical reading,the "Mathematics Reading Ability Test Paper for Junior High School Students" compiled by the research project team was used to test students’ mathematical reading ability.The research selects the students in the third grade of junior high school as subjects to carry out the test of mathematics reading ability and mathematics transfer ability,and analyze the errors and reasons of students in the mathematics transfer test paper,in order to explore the impact of mathematics reading ability on the transfer.From this,the following conclusions are drawn:(1)There is a significant correlation at the 0.01 level between the scores of the mathematics reading test and the mathematics transfer test,and the correlation analysis results of the three dimensions of the mathematics reading ability group and the mathematics transfer test show that all(2)There are significant differences in the performance of students with different mathematics reading ability in solving problems of different difficulty in mathematics transfer;(3)Since the level of mathematics reading ability of junior high school students has a direct impact on the performance of mathematics transfer ability,it is possible to estimate the level of mathematics transfer of students from their mathematics reading situation.Students with high math reading level must have good math transfer ability and can solve difficult math transfer problems.(4)In the analysis of wrong examples and reasons,it is found that the reason for students’ differences in solving generalized abstract test questions is mainly in the process of reading the questions.Misunderstanding of the topic,lack of rigorous thinking or inertial thinking are all caused by insufficient grasp of the topic information.Therefore,we should start by focusing on improving mathematics reading ability and promote the development of students’ mathematics transfer ability.According to the research conclusions of the impact of mathematical reading on transfer,several types of mathematical reading strategies are proposed: discriminating reading,comprehension reading,goal-oriented reading,analogical reading and generalized reading strategies.In order to promote the positive occurrence of migration in mathematics learning through the improvement of mathematics reading ability,reduce the negative impact of migration in education,and improve the teaching efficiency of mathematics basic education.