Research On The Relationship Between Middle School Students’ Mathematics Learning Emotion,Mathematics Reading Habit And Mathematics Academic Achievement

The development trend of contemporary mathematics education and teaching research shows that in addition to intelligence factors,non-intellectual factors will also play a vital role in mathematics learning activities,and mathematics learning emotions are one of the non-intellectual factors,which can improve students’ mathematical literacy and play a vital role in improving the level of logic.In addition,excellent math reading habits are an important guarantee for improving students’ ability to read math,and also build a firm foundation for students to understand the contents of learning math,solve math problems,and develop basic mathematical knowledge.Examine the relationship between high school students’ mood toward math,math reading habits,and math school performance.This study examined the math learning emotions,math reading habits,and math academic performance of 621 middle school students in Xining,Qinghai Province,analyzed the current situation of math learning emotions and math reading habits of middle school students,and analyzed the differences between math learning emotions and math reading habits from the perspectives of gender,class,parental education,and examined the relationship between math learning emotions,math reading habits,and math academic performance of middle school students.Using AMOS plug-in in SPSS23.0,this paper examines the mediating effect of mathematics reading habits between mathematics learning emotion and mathematics academic performance.The main conclusions of this study are as follows: middle school students’ math learning emotion is average,mathematics reading habits are in the middle level.There are significant differences in junior middle school students’ mathematics learning emotion and mathematics reading habits in three levels: gender,grade and mathematics academic achievement.Among them,boys’ mathematics learning emotion level is obviously higher than girls’,and girls’ mathematics reading habits are significantly better than boys’ reading habits.The emotional level of mathematics learning and mathematics reading habits of the first-year junior high school students are significantly better than those of the second and third grade students.There is no significant difference in junior middle school students’ mathematics learning emotion and mathematics reading habits in their parents’ education;Elementary high school students with high math scores had significantly better moods for learning math and reading habits than elementary high school students with average and low math scores.There is an obvious positive correlation between the mood to learn mathematics,the habit of reading in mathematics and the results of junior high school students,as well as a positive correlation between the habit of mathematical reading and the emotional measurement of learning mathematics.The math reading habits of junior high school students have a significant mediating effect on the positive impact of the emotions of learning math on math performance.Based on the above research findings,the proposals for cultivating the emotions of middle school students in mathematics classes are as follows: clarifying the goals of mathematical learning and stimulating the motivation of mathematical learning;strengthening communication between mathematical teaching and learning and improving the learning initiative;Cultivate belief in learning math and increase interest in math learning;Pay attention to the comprehensive assessment of mathematics and concentrate on the emotions of learning mathematics.On the basis of the case analysis of mathematics classroom teaching,the suggestions on cultivating junior middle school students’ mathematics reading habits are as follows: correct mathematics reading attitude and cultivate mathematics reading motivation;Optimize the mathematical reading environment and direct students to collaboration and exchange;Expand the content of mathematics reading and pay attention to the continuity of mathematics teaching;Improve the way mathematical reading is done and strengthen the guidelines for mathematical reading.