Research On The Teaching Practice Of Mathematics Reading Guidance In The Third Stage Of Primary School

The future of science is becoming more and more "mathematical",which is an inevitable trend of the times and is driving the gradual "mathematization" of society.Therefore,if you want to read "the great book of nature written in mathematical language",you must have good mathematical reading skills,which are essential to meet future challenges and adapt to future changes.Secondly,reading is an integral part of mathematics teaching and learning,a major form of self-learning,and an important and effective way to improve mathematical thinking and core mathematical literacy.In addition,the "five management" issued by the Ministry of Education of the State Council under the "double reduction" policy,"reading materials management",clearly put forward to give full play to the extracurricular reading materials to improve the quality of education support The Ministry of Education of the State Council,under the policy of "double reduction",issued the "management of reading materials" among the "five management items".Finally,combined with the current research mainly focused on mathematics textbooks and the author’s teaching experience,I believe that the full use of after-school service time in the third period of elementary school to develop "mathematics materials(mathematics textbooks and mathematics auxiliary materials)as a carrier" of mathematics reading guidance of the extended curriculum is a very worthy of in-depth research and analysis.This study is based on the results of the survey.This study is based on the findings of the survey,theoretical and practical experience in education and teaching,and the development of a practical research plan for the design of the third grade mathematics reading instruction program.The findings are summarized in three main parts:(1)According to the "Mathematics Reading Ability Test for the third grade of elementary school",it can be seen that,in general,the mathematical reading ability of the third grade students is low and polarized;in terms of subdivision,they are slightly stronger in the ability to extract information and spatial imagination,but weaker in the ability to translate between languages and logical reasoning,and lower in the ability to transfer by association,generalization and integration,and meta-reading ability.The weaknesses in logical reasoning,generalization and integration,and associative transfer may be due to the limitations of students’ age,psychological characteristics and knowledge level.This paper aims to test whether the Extended Mathematics Reading Course can effectively improve students’ these abilities.(2)According to the "Questionnaire on the Current Situation of Mathematics Reading in Primary School Section 3" and the "Teacher Interview Outline",we can see that:(1)Student level-three "lack" of mathematical reading: lack of awareness and interest in mathematical reading,lack of time and materials for mathematical reading,lack of mathematical reading methods and habits;(2)Teacher level-four kinds of "pseudo guidance" in mathematics reading teaching: no guidance-no awareness of reading guidance,no guidance-better than nothing reading guidance,no guidance-no way to guide reading guidance,superficial guidance-mare reading guidance;(3)Home and school level-lack of math reading resources,monotonous math reading activities,weak math reading atmosphere,etc.(3)Based on the non-intellectual factors(mathematical reading cognition,mathematical reading motivation,mathematical reading habits)and intellectual factors(mathematical reading methods,meta-reading)in the subjective level of the influencing factors of mathematical reading,combined with theoretical basis and practical experience,this study determines the educational practice research of mathematical reading guidance in the form of extended courses,and designs the following 7 courses: "Course 1: Mathematical reading is really interesting","Course 2: I recommend","Course 3: I can read","Course 4: I can draw",Lesson 5: I Can Act","Lesson 6: I Know","Lesson 7: I Will Comment".After the course practice,the effectiveness analysis of the experimental class from both qualitative and quantitative aspects was carried out.The results show that the "Mathematics Reading Guidance Course in Primary School Stage 3" can promote the improvement of students’ mathematical reading ability,and it is expected to provide a certain degree of practical reference for the subsequent educational practice of cultivating mathematical reading ability."The ability to read in mathematics is a comprehensive talent,and its development is not immediate.It is a long way to go and a long way to go,but it is a challenge that all researchers and educators should be willing to take on and be creative about.