A Study On The Correlation Between Family Factors And Junior High School Students' Math Reading Ability

Reading literacy is the requirement for new talents in the information age and the need for curriculum reform.Mathematics reading ability is of great significance to individual mathematics learning,as well as the development of thinking and lifelong learning.To some extent,junior middle school students already have a mathematical foundation and reading ability.Meanwhile,it's a key period to train students' mathematical reading ability.For the influencing factors of mathematics reading ability of junior middle school students in the existing researches,most of which on the family are mainly based on empirical analysis,such as the question of "whether parents buy math extracurricular reading materials for their children".Therefore,this paper attempts to explore the influence of family subjective and objective factors on junior middle school students' mathematics reading ability from the perspective of quantitative analysis.The tools used in this study were the Questionnaire for Family Influencing Factors of Math Reading Ability of Junior Middle School Students and the Junior Math Reading Ability Test.The study subjects selected students from two classes in each of the first grades of four middle schools in Leshan,Sichuan Province.Two of the middle schools are urban middle schools and two were township.A total of 382 questionnaires are distributed,and 338 valid questionnaires are returned.The recovery rate is 88.48%.The data analysis includes five parts:(1)Use factor analysis to determine the dimensions of parental involvement in family subjective factors of mathematics reading for junior middle school students;(2)Reliability and validity analysis of questionnaires and math reading ability test papers;(3)Difference analysis of each family objective factor;(4)Regression analysis of each family subjective factor;(5)Analysis of differences between urban and rural,as well as gender differences in scores of parental participation in family subjective factors.The main issues discussed arc:(1)The relationship between junior middle school students' mathematics reading level and family structure(only-child or not;single parent family,two-parent family,divorced reorganized family),family socioeconomic status(parental education background;parental occupation),and place of residence(urban,country,or township,rural).Whether there are significant differences between different groups;(2)The relationship between family subjective factors(parental reading habits and six dimensions of math reading parental participation)and junior middle school students' math reading level;(3)Whether there is a significant difference between the gender of each parental participation in the family subjective factors;(4)Whether there is a significant difference between urban and rural areas of each parental participation in the family subjective factors.The innovation of this study is to divide the family factors into subjective and objective factors,and use quantitative analysis to study the family influencing factors of junior middle school students'mathematical reading ability.Make up for the lack of qualitative analysis of the family influencing factors of mathematics reading ability of junior middle school students in some studies.The main conclusions are obtained:(1)Junior middle school students who live in cities and counties have significantly higher mathematics reading test scores than students who live in towns and villages;(2)The structure of family members has no significant effect on junior middle school students' math reading ability.The difference is that only-children 's math reading test scores are higher than nonsingle-children's;junior middle school students 'math reading test scores in single-parent families are higher than those in two-parent families,or in divorced and restructured families;(3)There are significant differences in students' math reading performance among students whose father or mother has different education background.Junior middle school students' math reading scores have a clear upward trend with the increase of parents' educational background;(4)There are significant differences in math reading scores among students whose father or mother has different occupations;(5)The more parents' attention to their children's math reading status,the better their understanding of math reading,the more positive parents' participation in their children's mathematical meta-reading,mathematical reading strategies,and mathematical reading content,the more actively they interact with their children's math reading,and when they have the habit of reading,the children's math reading performance will be better;(6)There is a significant difference in the parents' attention participation of math reading between male and female groups,and girls are significantly higher than boys;(7)There are significant differences in the parents' interactive participation,parents' strategic participation and parents' content participation of math reading between the urban and rural groups.Students in urban areas and counties are significantly higher than students in towns and rural areas in these three dimensions.