Research On The Correlation Between Senior High School Students’ Mathematical Reading Ability And Information Transfer Problem Solving Ability

China’s "General High School Mathematics Curriculum Standards(2017 Edition,2020 Revision)"clearly points out that students should actively promote independent thinking,reading and self-study,hands-on practice,and cooperative inquiry ability.In recent years,the information transfer question has been favored by the majority of propositioners,and frequently appears in the college entrance examination mathematics.There are many types of information transfer questions,and the comprehensive ability of students is examined.Mathematics reading is the necessary way for students to obtain information and solve information transfer questions.Therefore,this study selected the students of Bingtuan H High School as the research object to explore the correlation between the high school students’ mathematical reading ability and the ability to solve information transfer problems.This study has compiled the Questionnaire on the Current Situation of Senior High School Students’Mathematical Reading from seven dimensions;divided the mathematical reading ability into four dimensions,compiled the Test Paper of Senior High School Students’ Mathematical Reading Ability;compiled the Test Paper of Information Transfer Problem Solving Ability according to the type of information transfer problem,and processed and analyzed the data with SPSS26.0 and Excel2019.The conclusions are as follows:(1)From the statistical results of the questionnaire survey,the overall situation of students’mathematics reading is not optimistic;(2)From the overall perspective of this test,high school students’ mathematical reading ability is at the middle and lower level.From all dimensions,students perform better in the dimension of recognition,reading and translation,while the dimension of reflection and expansion is the worst;There are significant differences in students’ mathematics reading ability between different mathematics academic levels;The total score of mathematics reading ability of senior high school students and the gender difference of each dimension are not statistically significant;(3)Senior high school students’ ability to solve information transfer problems is lower than middle;There is a significant difference in the ability of solving information transfer problems among students with different mathematics academic levels;The total score of information transfer problem solving ability of senior high school students and the gender difference of each question type are not statistically significant;(4)There is a significant positive correlation between senior high school students’ math reading ability and information transfer problem solving ability,and the correlation coefficient between the two is 0.717.The difference of math reading ability between different levels is significant;There is a significant correlation between the four dimensions of mathematical reading ability and the ability to solve information transfer problems;There is a significant correlation between mathematical reading ability and the types of information transfer questions;(5)Using mathematical reading ability as the independent variable and information transfer problemsolving ability as the dependent variable,the non-standard regression equation between the two is:y=0.402x+8.483+ε,and the standardized regression equation is:y=0.717 x.The four dimensions of mathematical reading are independent variables and the ability to solve information transfer problems are dependent variables to construct a multiple linear regression model.The non-standard multiple regression equation is:y=0.405x1+0.370x2+0.469x3+0.354x4+8.502,and the standardized equation is:y=0.271x1+0.306x2+0.306x3+0.174x4.According to the conclusions of the study,the following suggestions are put forward:Pay attention to the renewal of teachers’ ideas and promote the integration of mathematics reading into the classroom;Stimulate students’ interest in mathematics reading and enhance their confidence in reading information transfer questions;Improve students’ mathematical reading ability and improve the efficiency of reading information transfer questions;Cultivate students’ mathematical reading habits and strengthen students’ability to analyze information transfer problems;Pay attention to the guidance of students’ reading methods,and optimize students’ information transfer problem solving strategies.