This article examines the development of reading and mathematical competence in early secondary education and aims at identifying distinct profiles of competence development. Since reading and mathematical competences are highly correlated both cross-sectionally and longitudinally, we expected to find a generalized profile of competence development with students developing parallel in reading and mathematical competences. Moreover, previous research confirmed individuals’ specific focus on one of the two domains, for example, in their interest, self-concept, or motivation. Also, differences in competence levels between both domains were found in cross-sectional studies. Therefore, we hypothesized that additional to the generalized profile, there are specialized profiles of competence development with students developing distinctively faster in one of the two domains. To identify both types of profiles, latent growth mixture modeling was used on a sample of 5,301 students entering secondary education from the German National Educational Panel Study. To demonstrate the robustness of the results, these analyses were repeated using different model specifications and subgroups with higher homogeneity (with students belonging to the highest track, i.e., “Gymnasium”). The results indicate only small to non-existent specialized profiles of competence development in all conditions. This finding of roughly parallel development of reading and mathematical competences throughout early secondary education indicates that potential specializations are less important at this point in students’ educational careers.
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数学阅读是数学课堂教学重要构成元素,学生通过阅读将生活语言与数学语言相互转化,数学学习才会进入良性轨道.数学阅读能够成为学生生活语言和数学语言的桥梁,加强数学阅读能力培养,可以促使学生更好地理解数学语言,掌握数理解答关键技巧,也有助于学生将数学知识生活化应用. 相似文献
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金欢欢 《数学学习与研究(教研版)》2009,(8):118-119
新课程标准要求培养学生的自学能力、创新能力等,这些都以阅读能力为基础,培养学生的阅读能力,不但能使学生更好地掌握学知,而且还能促进生产的发展.数学教学中应加强数学阅读训练和指导,使学生掌握科学的数学阅读方法和技能．养成良好的阅读习惯． 相似文献
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孙海燕 《数学学习与研究(教研版)》2013,(14):109
在数学教学中要针对不同的课型,讲授不同的阅读方法,加强数学阅读能力的训练和培养,让学生掌握科学的数学阅读方法和技能,养成良好的阅读习惯,让学生更好地主动地去阅读理解掌握数学知识.在平时的课堂教学中可从以下几个方面对学生数学阅读能力进行训练.一、创设情境,激发阅读兴趣"兴趣是最好的老师",心理学认为,兴趣是心理活动的倾向,是学习的内在动力,是开发智力的钥匙.有了兴趣,学 相似文献
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张成中 《数学学习与研究(教研版)》2011,(4)
数学阅读是掌握数学语言的前提,是顺利进行数学学习活动的重要基础之一.有效的数学阅读可以提高学生的数学表达、分析和推理能力,提高数学学习的效率.一、课前加强阅读指导,掌握阅读方法;二、课中找准阅读起点,重建教学模式:基于疑惑、重点、拓展,重建教学模式;三、课后进行阅读延伸,提升数学素养. 相似文献
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著名数学教育家斯托利亚尔说：“数学教学就是数学语言的教学。”而语言的学习是离不开阅读的,数学阅读是掌握数学语言的前提,是顺利、有成效地进行数学学习活动的重要基础之一。通过数学阅读,能使学生逐步领悟数学语言,培养数学能力,提升数学素养。因此,在数学教学中重视培养学生的阅读能力已显得越来越重要了。 相似文献
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数学的学习、数学能力和数学素养的提高不可能离开阅读.在数学教学活动中,要培养学生的数学阅读习惯和阅读能力,激发数学阅读的兴趣,掌握有效的阅读数学文本的方法,全方位地开放数学阅读的空间、时间,多种评价形式相结合,让学生充分经历过程性评价,享受数学阅读的乐趣,体验成功的幸福. 相似文献
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数学阅读能力是一种重要的数学能力,它是数学思维的基础和前提．数学课标指出：“数学为其他学科提供了语言、思想和方法．”而“数学阅读”则是学生通过数学语言符号获得意义的一种心理过程．很多学生学习过分依赖于教师,解题能力不强,不能正确地理解题意,解答出错或无从人手,这在一定程度上是由于阅读能力差而导致的．因此在数学教学中,应该重视数学阅读能力的指导,让学生掌握阅读的基本方法,提高学生的阅读能力． 相似文献
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辛姝婧 《教学管理与教育研究》2021,6(14):90-91
数学教育家斯托利亚尔说过:"数学教学也就是数学语言的教学."在数学的学习过程中,阅读是一项非常重要的基本技能,关系到学生对于概念、定理、题目的理解和掌握.数学阅读是一个包括诸多认知因素的心理活动过程,是对所学内容的体验理解过程.在当前的初中数学教学中,学生数学阅读能力薄弱,存在着浅阅读、审错题、概念混淆等问题,且课外的数学阅读量也是非常低的.为此,教师应该针对这些问题,在教学中改进方法,对症下药,提升学生的数学阅读能力. 相似文献
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张莉莎 《读与写:教育教学刊》2015,(10)
数学阅读能力的培养,对提高学生数学的理解能力有着重要的教育意义。但是从现阶段的教学中发现,学生的数学阅读兴趣和阅读策略不容乐观,所以我们在数学课堂中应重视数学阅读的技巧,培养学生数学阅读的兴趣,使学生愿读,会读,感受到数学阅读是一种享受,使学生逐步在数学阅读中领悟数学语言,提升数学素养,为学生的后继学习创造有利条件,从而更好地掌握知识。 相似文献
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数学阅读是数学学习的基础环节之一，它常常被许多中学生所忽视．数学教学中要针对不同课型，讲授不同的阅读方法；提出作业要求，培养良好的阅读习惯；推荐课外阅读书籍，加强阅读指导；及时组织阅读后的交流，提高阅读兴趣等等培养学生阅读能力，以更好地实施素质教育． 相似文献
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Magnus Österholm 《Educational Studies in Mathematics》2006,63(3):325-346
This study compares reading comprehension of three different texts: two mathematical texts and one historical text. The two
mathematical texts both present basic concepts of group theory, but one does it using mathematical symbols and the other only
uses natural language. A total of 95 upper secondary and university students read one of the mathematical texts and the historical
text. Before reading the texts, a test of prior knowledge for both mathematics and history was given and after reading each
text, a test of reading comprehension was given. The results reveal a similarity in reading comprehension between the mathematical
text without symbols and the historical text, and also a difference in reading comprehension between the two mathematical
texts. This result suggests that mathematics in itself is not the most dominant aspect affecting the reading comprehension
process, but the use of symbols in the text is a more relevant factor. Although the university students had studied more mathematics
courses than the upper secondary students, there was only a small and insignificant difference between these groups regarding
reading comprehension of the mathematical text with symbols. This finding suggests that there is a need for more explicit
teaching of reading comprehension for texts including symbols. 相似文献
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培养学生数学阅读习惯，使学生掌握科学的数学阅读方法和技能，是学生掌握获得数学知识的金钥匙．本文就数学阅读的意义、如何培养学生阅读习惯等进行了论述。 相似文献
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Johan Korhonen Karin Linnanmäki Pirjo Aunio 《Scandinavian Journal of Educational Research》2013,57(3):333-344
This study investigated the connection between language (i.e., word comprehension, reading comprehension and spelling skills) and mathematical performance. The sample consisted of grade nine students (N?=?810) in 14 lower secondary schools in the Swedish speaking areas of Finland. Standardized tests for reading and writing skills, and mathematical performance were used. Based on the mathematics test the students were categorized into eight performance groups. Many students had problems in both mathematics and language performance. On the whole data level reading skills were a powerful predictor for math performance, the reading factor explained 52% of the variance in the model. Hence, the reading skills focusing on understanding of the text are important in solving mathematical tasks at the end of compulsory school. 相似文献
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Freund Micha-Josia Gnambs Timo Lockl Kathrin Wolter Ilka 《European Journal of Psychology of Education - EJPE》2022,37(4):1015-1034
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学生学习的关键能力主要表现为阅读能力、思考能力和表达能力。数学关键能力主要表现为数学的阅读能力、运用数学知识的思考能力、借助数学知识的表达能力。为此,在小学数学课堂教学中实施“读思达”教学模式,以提升学生学习数学的关键能力。 相似文献
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Nan Zhu 《International Journal of Disability, Development & Education》2015,62(6):608-627
This study investigated the impact of cognitive strategy instruction (CSI) on mathematical word problem solving of students with mathematics disabilities. A sample of fourth-grade students in a Chinese primary school was divided into a treatment group (75 students) and a comparison group (75 students). The sample consisted of students with mathematics disabilities only, students with both mathematics and reading disabilities, as well as average- and high-achieving students. Results showed that students at all ability levels (except high-achieving students) in the treatment group outperformed significantly their counterparts in the comparison group; the intervention effect was stronger for students with mathematics disabilities only than for those with both mathematics and reading disabilities. The present study indicates that CSI is a contextually and pedagogically appropriate model that has a strong potential to improve mathematical word problem solving. 相似文献
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数学阅读十分重要,能提高学生分析问题和解决问题的能力,提升学生自主学习能力。数学教材安排了一定的阅读内容,教师要深入挖掘其所蕴含的教育价值,进行二度开发,从而激发学生学习兴趣,激活学生数学思维,培养学生归纳和概括能力,提升学生民族自豪感,促进学生数学核心素养的提升。 相似文献
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学会学习首先要学会阅读,数学阅读是学生主动获取信息、汲取知识、发展数学思维、学习数学语言的重要途径.由于数学语言的符号化、逻辑化及严谨性、抽象性等特点,数学阅读有不同于一般阅读的特殊性.现在的中学生,都或多或少地存在阅读困难的问题,数学阅读障碍往往导致学生学习上的困难.初中生阅读行为对数学阅读障碍的影响主要表现在数学阅读材料识别、材料理解、材料转换等方面. 相似文献
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