Research On The Current Status And Influencing Factors Of Mathematical Language Conversion Ability Of Junior High School Student

Mathematical language conversion ability is very important to the development of students’ mathematical ability as an important factor in the structure of mathematical reading ability.The status survey on the mathematical language conversion can evaluate students’ mathematical language conversion ability,understand the conditions of students’ reading literacy,and also provide specific teaching suggestions.This study takes the junior grade-three students of a middle school in Suihua City,Heilongjiang Province as the research object,and mainly adopts the literature analysis method,the test survey method and the questionnaire survey method to investigate the problems from two aspects:(1)The status quo as a whole and on all dimensions of the mathematical language conversion of junior grade-three students.(2)The mathematic reading strategies,mathematic reading motivation and self-efficacy’s effect on the mathematical language conversion ability of students in grade 3 of junior high schools and its various dimensionsFirstly,the study is guided by the SOLO classification theory to compile"Junior Grade-three Students’ Mathematical Language Conversion Quizzes",and then determines the questions through consultation with the experts,and adopts the Delphi method to correct the scoring standard of the quizzes,and the Louis Guttman Scale analysis method to detect the quality of quizzes,and finally recover valid data of test papers.At the same time,in combination with the psychological characteristics of the subjects and the characteristics of mathematical language conversion,the "Questionnaire on Influencing Factors of Mathematics Language Conversion for Junior Grade-three Students" was prepared.The study determines the content of the questionnaire after negotiation with experts,uses SPSS and EXCEL to carry out the computational analysis on the reliability and validity of the questionnaire,and then proposes teaching strategies for cultivating students’mathematical language conversion ability according to the influence of various factors on the mathematics language conversion abilities and the capacity of each dimension.The main conclusions achieved by the study as follows:(1)The mathematical language conversion ability of the junior grade-three students tested has reached the multi-point structure level,and is currently at the critical node of rising to the qualitative stage from the quantitative stage.(2)The conversion ability of the tested junior grade-three students from verbal language to symbolic language is the highest,reaching the level of correlation structure;the conversion levels of these subjects from symbolic language to verbal language is the lowest,which is at the level of single-point structure.(3)There are significant positive correlations among the six dimensions of mathematical language conversion of the tested junior grade-three students;And three pairs of conversions among words-symbols,graphics-words,and symbolsgraphics appear significant difference.(4)The mathematical language conversion ability of the tested junior grade-three students has a positive relation with their mathematical reading strategies,mathematical reading motivation and self-efficacy;And their genders have no significant effect on the mathematical language conversion ability of each dimension and its influencing factors.(5)The self-efficacy of the tested junior grade-three students is the lowest,lack of efficacy expectations;the strength of mathematics reading motivation has the most significant effect on the students’ mathematical language conversion ability.On the basis of the above-mentioned conclusions,we put forward the training strategies as follows:(1)Create opportunities of communication and cooperation for students,upgrade students’ mastery of verbal language,and improve students’ self-efficacy at the same time.(2)Train the mathematical language conversion to each other on a daily basis to realize the diversification and standardization of the mathematical language,understand and express mathematical propositions from multiple dimensions,and at the same time enhance the motivation of mathematical reading.(3)Teach effective reading methods,mark key points to grasp mathematical information as a whole,explain from multiple perspectives to improve the conversion level of each dimension,and adopt symbolic-graphic combination to understand symbolic propositions efficiently.