Math Reading Ability Test For Junior High School Students

Since ancient times,the importance of reading in daily life learning is self-evident.Since the 21st century,many scholars in mathematics education have turned their attention to the study of mathematics reading ability,most of them are calling for attention to mathematics reading ability and how to improve it.And develop students'math reading ability,and there is less research on math reading ability test.This study aims at the junior high school students' cognition and learning status,constructs the first and second test indicators under the theoretical support of relevant literature,obtains the weight of each indicator through the analytic hierarchy process,and compiles a set of math reading suitable for the current junior high school students Ability test program,at the same time,the test results are analyzed for relevance and difference,and the following conclusions are drawn:First,the overall math reading ability of junior high school students is generally at a general level,the overall understanding ability of students is slightly weaker,the information integration ability is better,and the meta-reading ability is at a medium level.Second,the development level of the secondary indicators under the information integration index is:the level of information recognition is higher than the information screening level,and the connection with the old knowledge is relatively low.The development level of the secondary indicators under the overall understanding index is:the highest level of sentence understanding,abstract The level of generalization is second,and the level of logical reasoning is the lowest.The development level of the secondary index under the meta-reading index is:the level of reading awareness is higher than that of reading monitoring,and the level of reading regulation is the lowest.Third,math test scores and test scores of students of different grades have a significant correlation;the math scores of students in the middle grade group and the test scores are not related,while the math test scores of students in the middle grade group and above The test score has a significant positive correlation.Fourth,information integration and overall understanding,overall understanding and meta-reading,information integration and meta-reading,information integration and mathematics performance are of low correlation;overall understanding and mathematics performance,meta-reading and mathematics performance Higher correlation,in which meta-reading has the highest correlation with math scores,followed by overall understanding and math scores.Fifth,students' mathematics reading ability and information integration,overall understanding,meta-reading index ability level and their interest in mathematics subjects have a significant correlation.Sixth,except for information integration indicators,there are significant differences in grades in math reading ability,overall understanding,and meta-reading;there is no significant difference in gender in the level of information integration ability among junior high school students.Meta-reading levels have significant gender differences.