A Study On The Relationship Between Field Cognitive Style And Mathematical Reading Ability Of Senior Students In Zhuang Region

As mathematics curriculum reform continues to advance,researchers are paying more and more attention to secondary school mathematics reading skills.For many current secondary school students,it is a real test to read the mathematical information in the materials and to improve their mathematical reading ability in the process.Moreover,cognitive style,as an important individual difference factor in the organization and representation of information by individuals,should not be neglected in its influence on secondary school students’ reading ability.The research on cognitive style is mainly explored in conjunction with learning effects,and most of them are focused on English subjects,and there are relatively few studies on the correlation between cognitive style and mathematics reading ability conducted in Zhuang region.research on the relationship between field cognitive styles and mathematical reading ability is very meaningful.This study mainly uses literature research method,survey method and analysis method to investigate,firstly,by reading a lot of relevant literature to lay the foundation for the thesis to be carried out,secondly,to classify the dimensions of mathematical reading and mathematical reading ability,to prepare mathematical reading questionnaire and mathematical reading ability test paper based on the theoretical framework,to test the students,and according to the test results,to investigate the current situation of mathematical reading of the senior students in Zhuang region,the and the overall and each dimension of mathematical reading ability,then,the mosaic graphical test adapted from the Center for Applied Psychology Development of the Northern Normal University was selected as an instrument for investigating the types of cognitive styles of senior students in Zhuang region,analyzing the field cognitive styles from different perspectives,and finally exploring the relationship between the field cognitive styles and reading ability of senior students in Zhuang region.(1)The overall understanding of mathematics reading is very good,but there are some students who think that mathematics learning is not related to reading;lack of good mathematics reading habits,students do not read mathematics materials much after class;fully use mathematics reading strategies,indicating that mathematics reading strategies are extremely important;average performance in mathematics reading metacognition,and less reading reflection.(2)The mathematical reading ability of senior students in Zhuang region is generally at an intermediate level,and the cultivation of students’ mathematical reading ability needs to be strengthened;on the four dimensions of mathematical reading ability,students perform best on the dimension of recognition and mutual translation,and the worst on the dimension of reflection.(3)There are significant differences between male and female students in Zhuang region in mathematical reading ability,and in the four dimensions,there are only significant differences in the transfer reasoning dimension;there are no significant differences between Zhuang and Han students in mathematical reading ability,and there are no significant differences in any of the four dimensions;there are significant differences between students of different academic levels in mathematics reading ability,and there are significant differences between the high level group and the low level group in mathematical reading ability There are significant differences between students of different academic levels in mathematics reading ability,and there are significant differences between the high level group and the low level group in all four dimensions of mathematics reading ability;there are no significant differences between the high level group and the middle level group only in the dimension of transfer reasoning,and there are significant differences in the remaining three dimensions;there are significant differences between the middle level group and the low level group in all four dimensions.(4)The cognitive style of senior students in Zhuang region tends to be field independent in general.(5)There were significant differences in field cognitive styles between male and female students in Zhuang region;there were no significant differences in field cognitive styles between Zhuang and Han students;and there were significant differences in field cognitive styles between students of different academic levels in mathematics.(6)The mathematical reading ability and all dimensions of senior students in Zhuang region were significantly correlated with field cognitive style;and the field cognitive style,mathematical reading ability and all dimensions of senior students in Zhuang region were significantly correlated with academic achievement in mathematics;the mathematical reading ability of students with field-dependent cognitive style in Zhuang region was lower than that of students with fieldindependent cognitive style.Data analysis of the survey results yielded the following teaching suggestions: clarify the cognitive styles of the students in the class and guide them to recognize their own cognitive styles;teach mathematics based on cognitive styles;and develop cooperative group learning based on cognitive style characteristics.