In the classroom teaching on weekdays, it is found that students who learn mathematics well have an important quality: strong reading comprehension, accurate reading, fast reading and fast understanding. After the exam, the students with unsatisfactory results are not only due to calculation errors, but also to the fact that the conditions of the questions have not been missed, that is, the numbers cannot be drawn and the meaning of the questions has not been understood. Therefore, in order to achieve the goal of mathematics quality education, enable students to learn independently, attach importance to the cultivation of mathematics reading comprehension ability, strengthen the research of mathematics reading education, explore the characteristics of mathematics reading teaching, and realize the importance of cultivating mathematics reading comprehension ability. First, the characteristics of mathematical reading comprehension 1. The language is abstract and rich in connotation. Stolyar, a famous mathematics educator in the former Soviet Union, pointed out that mathematics teaching is the teaching of mathematics language, which shows that mathematics is also a language. Mathematical language is abstract and concise. In the process of reading, readers must know the relevant mathematical symbols and graphic symbols in perceptual reading materials and understand every mathematical term. But these symbols are often rich in connotation, which is quite different from natural language. It needs frequent language conversion in reading, which is an internal language conversion process, and ultimately a process of assimilating and adapting new knowledge in its own language, which brings certain difficulties to mathematics reading. 2。 Strict logic and rigorous thinking In the process of mathematics reading, mathematical materials are mainly presented in the form of induction and deduction, which has certain rigor. Therefore, mathematics reading needs strict logical thinking ability, and requires fully mobilizing thinking activities such as memory, understanding, abstraction, analysis, induction, analogy and association, so as to achieve good reading effect. Generally speaking, we should read the new mathematical definitions and theorems carefully and analyze them carefully until we understand their meanings. When students want to understand a mathematical material or a concept, theorem or its proof, they must know the exact meaning of every mathematical term and symbol that appears in it, and can't ignore or omit any vocabulary that they don't understand. 2. Strategies for cultivating mathematics reading ability In view of the particularity of mathematics reading that is different from other reading, we should not blindly copy the liberal arts reading mode to guide mathematics reading teaching, but should strengthen the research on effective strategies for cultivating mathematics reading ability. Few students regard reading math books as a pleasure, so it is necessary to introduce math reading into the classroom. Mathematics teachers should master certain reading guidance strategies, guide and help students step by step, and make students change from passive reading to active reading. 1. Create problem situations to stimulate reading interest. Bruno, a famous American psychologist, believes that knowledge acquisition is an active process, and learners should not be passive recipients of information, but participants in knowledge acquisition. However, if students are not interested in the object of reading, the reading effect will be poor. Before students read, if teachers create some problem situations properly, they can induce and maintain students' reading interest. For example, when teaching the positional relationship between a straight line and a circle, they should first create a teaching situation to show students a vivid picture of the sunrise at sea, accompanied by wonderful music, and then ask students how many positional relationships there are between a straight line and a circle. Can you draw by hand? What are the quantitative relationships of line segments that determine the positional relationship between a straight line and a circle? So students take the initiative to draw and explore. . When creating problem situations, we should pay attention to the novelty, interest and enlightenment of the problems. You can also set suspense by presenting a phenomenon that conflicts with students' original knowledge, or provide several contradictory schemes and solutions to make students have cognitive conflicts, stimulate students' curiosity and thirst for knowledge, and arouse students' interest in reading. There are many ways to stimulate students' interest in reading, so I won't list them here. 2. Guide mathematics reading demonstration and optimize mathematics classroom mode. Mathematics teachers themselves should master certain mathematics reading strategies and strive to improve classroom teaching efficiency with the help of mathematics classroom reading, such as teaching reading and learning methods. Especially for several math reading materials after each unit in the new math textbook, when training students how to read math materials, teachers had better first choose a reading material from a book and tell students what they did when reading and demonstrating. Incorporate mathematics reading teaching into the basic link of mathematics classroom teaching, change the teaching mode of combining teaching with practice into the teaching mode of combining teaching with reading and practice, and actively explore the mode of optimizing mathematics classroom teaching. According to different reading contents, different reading requirements and effective reading strategies are proposed. The process of mathematics reading should be a positive thinking process. Teachers should put forward reading requirements for students according to different reading tasks and nature, so that students can read and think with questions and make reading more effective. 3. Guide mathematical thinking and improve reading efficiency. The core goal of mathematics reading lies in understanding, including establishing the connection between old and new knowledge through association, re-integrating and assimilating old and new knowledge to form their own knowledge system, being good at capturing and answering mathematical questions, and whether semantic transformation and sentence analysis can be carried out according to the information provided by reading materials are the key to reading comprehension and the symbol of reading ability level. On the basis of understanding, practice and training can improve students' reading speed, thus saving learning time and improving learning efficiency. We should always analyze the reasons for the slow reading speed and correct some bad reading habits, such as reading aloud and meditation. Secondly, we should form the habit of reading, attach great importance to it and mobilize the energy of thinking. Before reading, teachers should deal with key issues such as key points and difficulties in reading materials, and teachers should write reading guidance outlines to guide and inspire students to think in reading. For example, how is new knowledge introduced? What's the connection with old knowledge? What problem does new knowledge solve? Where did this concept come from? What is the actual background? What is the connotation and extension of the concept? How to distinguish confusing concepts? Can you give positive and negative examples? What are the conditions of the theorem? What is the conclusion? What is the general idea of derivation? Are there any other derivation methods? Can conditions be weakened? Can the conclusion be generalized? Wait a minute. After reading a chapter and a section, teachers, students and students communicate in many directions, sum up what they have learned, sort out the context, dredge their thoughts, remove obstacles, compare and systematize what they have learned, and form a knowledge network, which is convenient for information retrieval and extraction in the future. 4。 Number-shape combination, characterization condition. When reading an article, we can skip it, and sometimes we don't pay attention to the details. However, due to the logical rigor of mathematical problems, we should carefully read and analyze every sentence, every mathematical term, every chart, understand its content and significance, and combine our hands and brains, numbers and shapes, that is, while examining the questions, we should portray descriptive language on the charts. In the process of mathematics reading, important mathematical concepts, theorems and formulas need to be memorized, but the description of problems in mathematics textbooks is usually very concise, and some mathematical reasoning processes are often omitted. Sometimes, some inferences and properties of theorems are deduced by themselves, and the operation and proof processes are relatively simple. If reading leaps from the previous step to the next step, it is often necessary to use paper-and-pencil calculus and reasoning to get through the joints in order to read smoothly. There are also some important data, problem-solving formats, mathematical ideas, knowledge structure and so on. In mathematics reading, students are required to write in the margin in the form of footnotes for future review and consolidation. 5, paragraph by paragraph, casual association reading an article requires reading it before you know the specific meaning. A math topic is often the meaning of a sentence. If you want to understand the meaning of the question quickly, you should develop the knowledge related to it every time you read a sentence. In daily teaching, make up some easy-to-remember languages, such as: regard the diameter as a right angle, regard the tangent of the connecting radius as vertical, regard the midpoint of both sides as the center line of a triangle, and so on. These enlightening languages will play a multiplier role in solving problems.