A Correlation Study On Mathematical Reading Ability And Mathematical Problem Posing Ability Of Senior Two Students

Under the background of quality education,it is of great necessity to develop innovative talents.Mathematical Reading is an important approach for students to acquire mathematics knowledge independently and develop new thinking.Mathematical Problem Posing is the core mathematics activity that stimulates students’ problem consciousness and creative thinking.Mathematical Reading Ability and Mathematical Problem Posing Ability are the core abilities that innovative talents must possess in the new era,which are prominent in the field of mathematics education research.The purpose of this study is to investigate the current situation of Mathematical Reading Ability and Mathematical Problem Posing Ability of senior two students,to find out whether there is a correlation between Mathematical Reading Ability and Mathematical Problem Posing Ability of senior two students,and to further explore whether there is a significant difference in Mathematical Problem Posing Ability of senior two students with different Mathematical Reading Ability.And whether there are significant differences in Mathematical Reading Ability of senior two students with different ability of Mathematical Problem Posing Ability.By scoring the 193 valid test volumes recovered from the investigation,sorting out and analyzing the data,and exploring the problems from multiple perspectives,the research conclusions are as follows:The overall Mathematical Reading Ability of senior two students belongs to the average level.The Abstract Generalization dimension is the highest;the Concept Understanding dimension comes the second;the Reading Metacognition dimension is the lowest,and the dimensions of Spatial Imagination,Reading Transfer,Reading Metacognition,and Information Integration still have plenty of room to improve.There is no significant difference in the total score of Mathematical Reading Ability of students in the arts and the science classes,but there is a significant difference in the score of Language Translation.There are significant differences in the total score of Mathematical Reading Ability of students with different grades of math;there is no significant difference in the total score of Mathematical Reading Ability of students with different grades of Chinese.The overall Mathematical Problem Posing Ability of the senior two students belongs to the average level.Students’ fluency,intelligibility and readability are relatively good,but complexity and novelty are very low.There is no significant difference in the total score of Mathematical Problem Posing Ability and scores of each dimension of the students in the arts and the science classes.There are significant differences in the total score of Mathematical Problem Posing Ability of students with different grades of math;there is no significant difference in the total score of Mathematical Problem Posing Ability of students with different grades of Chinese.There is a significant weak positive correlation between the Mathematical Reading Ability and the Mathematical Problem Posing Ability of the senior two students,and the correlation coefficient is 0.366.There is a significant weak positive correlation between the overall Mathematical Reading Ability of senior two students and all dimensions of Mathematical Problem Posing Ability,among which the correlation is stronger with fluency,novelty and complexity.The overall Mathematical Problem Posing Ability of senior two students has no significant correlation with Concept Understanding and Language Translation,but has significant weak positive correlation with the other six dimensions of Mathematical Reading Ability,among which the correlation with Information Integration,Reading Metacognition,Abstract Generalization is relatively strong.In terms of “total score of Mathematical Problem Posing Ability”,there are significant differences between the low group and the high group,the low group and the medium group in Mathematical Reading Ability,however the differences between the medium group and the high group in Mathematical Reading Ability are not significant.Further research shows that there are significant differences in the flexibility and complexity of Mathematical Problem Posing Ability of the students in the medium group and the students in the high group in Mathematical Reading Ability,while there are no significant differences in fluency,intelligibility,readability and novelty.On the other hand,in terms of “total score of Mathematical Reading Ability”,there are significant differences between the groups of low,medium and high Mathematical Problem Posing Ability.