A Study On The Correlation Between Mathematical Reading Ability And Mathematical Modeling Ability Of Eighth Grade Students

Mathematics Curriculum Standards for Compulsory Education（2022 Edition）put forward that the cultivation goal of core literacy in junior high school is to"be able to observe the real world with mathematical vision,think about the real world with mathematical thinking,and express the real world with mathematical language",emphasizing model concepts and applications,and highlighting the importance of mathematical modeling.Students’mathematical reading ability is an important factor affecting their mathematical modeling ability.This study mainly takes 382 students from the eighth grade of three junior middle schools as the research object,and divides mathematical reading ability into four dimensions,namely reading and translation dimension,understanding and discrimination dimension,reasoning and application dimension and comprehension and creation dimension,and divides mathematical modeling ability into three levels.In addition,test papers were compiled to study the status quo of junior high school students’mathematical reading ability and mathematical modeling ability as well as the correlation between them.SPSS25.0 and Excel were used for statistical analysis,and the following results were obtained:（1）The overall performance of eighth grade students in math reading ability is not good,and there are obvious gender differences in the overall performance,interpretation and understanding discrimination dimensions.Boys are better than girls,but there is no significant difference in the other two dimensions.There is no significant difference between the experimental class and the parallel class in the dimension of comprehension and innovation,while there is significant difference in the other three dimensions.There is no significant difference between A and B students in the overall performance of math reading ability and in all dimensions.（2）The mathematical modeling ability of eighth grade students is not so good,and there are significant gender differences in the overall performance,level 2 and Level 3.Boys are better than girls,but there is no significant difference in level 1.There are significant differences between experimental class and parallel class in three levels of mathematical modeling ability.There is no significant difference between A and B students in mathematical modeling ability as a whole and at all levels.（3）There was a significant positive correlation between math reading ability and math modeling ability of eighth grade students,and the correlation coefficient was0.956.The correlation coefficients between mathematical modeling ability and mathematical reading ability were 0.727,0.880,0.860 and 0.813,respectively.The correlation coefficients between mathematical reading ability and mathematical modeling ability were 0.905,0.890 and 0.828,respectively.（4）Taking the total score of eighth grade students’math reading ability as independent variable x and the total score of mathematical modeling ability as dependent variable y for regression analysis,the non-standardized regression equation can be obtained as:"y=0.852x-4.677".The standardized regression model equation is:"y=0.956x".Taking the four dimensions of mathematical reading ability as independent variables and the total score of mathematical modeling ability as dependent variables,the non-standardized regression equation was obtained as"y=-3.979+0.789x₁+0.975x₂+0.513x₃+1.247x₄"（x₁、x₂、x₃、x₄ in turn,represented the reading and translation dimension,the understanding and discrimination dimension,the reasoning and application dimension,and the comprehension and creation dimension）.