Mathematical modeling is an important and attractive research project closely related to the mathematical education,aiming to cultivate students’ thinking in mathematics applications,improve their analytical skill and then solve practical problems.Over the past few years,mathematics reading has triggered extensive interest for test proposition in large-scale examinations because of the in-depth reform in mathematical education.Previous studies have demonstrated that the abilities of mathematics reading and mathematical modeling play important roles in the field of mathematics education,directly affecting the achievements in mathematics learning.However,it remains challenging to investigate the status quo level of high school students reading ability and mathematical modeling capabilities as well as their correlation.In addition,it is also significantly important to explore the factors which affect the students’ academic level of mathematics.Therefore,this dissertation focuses on the study of these fundamental issues,aiming to provide deeper understanding and theoretical advices.This project adopts literature analysis,test paper survey and data analysis to test mathematics reading ability and mathematical modeling ability of 163 senior high school students in a high school in Nanjing,Jiangsu Province,which helps to understand the current status of mathematics reading and modeling abilities in high school students.This is followed by the further study on the relationship between the mathematics reading and modeling ability.Finally,the exploration of the factors of mathematics reading ability on mathematical modeling ability is carried out.The dissertation also compared the difference between the mathematics reading and modeling in these students with different academic achievements.Consequently,a series of targeted advices on school education were proposed.The main content is shown as follows:(1)Overall,the ability of mathematics reading in senior high school students is at a middle level.We divided these students with different academic achievements into three groups,denoted as High-level,Middle-level and Low-level.There is a significant difference in mathematics reading ability in these groups.Among these,the Low-level group shows a significant difference,compared with that of the High-level and Middle-level ones.In contrast,the mathematics reading ability shows similar without significant difference in the High-level and Middle-level groups.(2)The senior high school students displayed a middle level of mathematical modeling ability and it shows a significant difference in this ability among the High-level,Middle-level and Low-level groups.(3)There is a significant difference in mathematics modeling ability among the students with different mathematics reading levels.Among them,the modeling ability of the high reading group and the middle reading group show no obvious difference,while it is significantly different from that of the low reading group.(4)It shows a highly positive correlation between the mathematics reading ability and mathematical modeling ability with a correlation coefficient of 0.503.(5)The non-standardized linear regression equation for mathematical modeling ability and mathematics reading ability isY(28)0.388X(10)10.810.According to the research conclusions,several teaching strategies to promote students’ mathematics reading ability and mathematical modeling ability are proposed. |