Research On The Current Status Of Mathematical Language Expression Ability Of The Second Grade Junior High School Student

Mathematical language expression ability is an important embodiment of students "three Hui" core accomplishment.Under the implementation of Compulsory Mathematics Curriculum Standards(2022 edition),the core literacy of "three capability" describes the "mathematical language expression ability" of junior middle school students as "able to express the real world in mathematical language",which provides the goal setting for mathematical language teaching.In order to investigate the overall situation and main influencing factors of the "mathematical language expression ability" of students under the "three hui" literacy,this study adapted and constructed the test dimension index and test questions of the mathematical language expression ability of junior and sophomore students,and compiled the main influencing factor dimension and questionnaire of mathematical language expression ability.According to the test results and questionnaire results,Some effective suggestions on improving mathematics language teaching are put forward.The research questions are as follows:(1)What is the current situation of mathematical language expression ability of Grade two students in Tianjin?(2)Is the formation of the status quo influenced by relevant background factors such as policy requirements,knowledge base,language ability and non-intellectual factors?Research process:First of all,in order to compile the test questions of mathematical language expression ability of grade two students,the research used literature analysis method to sort out the existing relevant literature,on this basis,the evaluation dimension framework of mathematical language expression ability was constructed.Then,experts’ opinions were consulted to ensure the content validity of the test questions.After the test questions were compiled,sample survey was carried out in N middle schools,representative of Tianjin,to investigate the status quo of their mathematical language expression ability.In addition,in order to explore the main influencing factors of students’ language expression ability,the dimension framework of the main influencing factors of students’ language expression ability in grade two was prepared,and then modified and improved with the help of expert opinions,the questionnaire of influencing factors was prepared and carried out the investigation.The main conclusions of the research are as follows:(1)Taking the "Grade Table of Mathematical Language Expression Ability of Grade 2 students" as the reference standard,the level of mathematical language expression ability of Grade 2 students in Tianjin N Middle School is good and at the medium level.There are differences between different problem situations,and there are significant differences between different student groups.Specific conclusions: The question situations were divided into pure concept closed situation,real application closed situation and pure reality open situation.There were significant differences in the score of mathematical language expression ability assessment among different problem situations.The score of pure concept closed situation was significantly higher than that of real application closed situation and pure reality open situation,and the difference effect was large.The score of girls in pure realistic open situation was significantly higher than that of boys,and the difference effect was between small effect and medium effect.The students in grade two were divided into high group,ordinary group and low group according to their scores in the math test.There were significant differen ces in the mathematical language expression ability among different groups.The mathematical language expression ability of the students in the high group was significantly higher than that of the ordinary group and the low group,and the assessment score of the students in the ordinary group was significantly higher than that of the low group.(2)In the four main dimensions of policy requirements,knowledge base,language ability and non-intellectual factors,non-intellectual factors and knowledge base factors have greater effects on students,and the difference in effect is close to large effect;In the sub-dimension of non-intelligence factors,mathematics expression of values and expression of fear of difficulty have greater effects,and the difference effect is between the medium effect and the large effect.Among knowledge base factors,conceptual knowledge and procedural knowledge have greater influence,and the difference effect is large.In the correlation analysis between Chinese learning level,homework completion time and mathematical language expression ability,students’ Chinese learning level and mathematical language expression ability were moderately significantly positive(r=0.548,p=0.006<0.01).There was a significant positive correlation between students’ math homework completion time and math language expression ability(r=0.648,p=0.006<0.01).Based on the research conclusion,teaching suggestions are put forward:(1)to set up dyslexia and improve language recognition ability.(2)Flexibly respond to knowledge types and improve language construction ability.(3)Carry out speaking topic teaching for students to improve language organization ability.(4)Improve language expression ability by guiding teaching with "three Hui".(5)Attach importance to knowledge situational teaching and improve knowledge application ability.