A Practical Exploration of Cultivating Mathematical Reading Ability in First-Stage Learning from the Core Literacy Perspective_Vol. 2 No. 4 (JNSE 2025)_Journal of Natural Science Education (ISSN: 3005-5792)

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A Practical Exploration of Cultivating Mathematical Reading Ability in First-Stage Learning from the Core Literacy Perspective

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DOI: https://doi.org/10.62517/jnse.202517401

Author(s)

Qiaoling Chen

Affiliation(s)

Guangzhou Zengcheng District Kejiaocheng Primary School, Guangzhou, China

Abstract

By reviewing domestic and international research on mathematical core literacy, this study identifies three primary perspectives: the "comprehensive competency orientation," the "thinking quality orientation," and the "multidimensional orientation." The Compulsory Education Mathematics Curriculum Standards (2022 Edition) defines core literacy as the "Three Abilities": "using mathematical perspectives to observe the real world, using mathematical thinking to analyze the real world, and using mathematical language to express the real world." Mathematical reading plays a crucial role in cultivating students' mathematical core literacy. For elementary school students, the components of mathematical reading ability include conceptual understanding, language translation and conversion, reading transfer, reading reasoning, spatial imagination, and information integration. From the perspective of core literacy, this paper proposes three recommendations for fostering students' mathematical reading abilities.

Keywords

Mathematical Reading; Core Literacy; First-Stage Learning; Three Abilities; Elementary School Student

References

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