Research in Mathematical Education (한국수학교육학회지시리즈D:수학교육연구)

Korean Society of Mathematical Education (한국수학교육학회)
권호 표지
DOI QR코드

DOI QR Code

The Study about the Influence of Mathematics Language on Mathematics Reading

  • YANG, Hongping (Teachers Education School, Shanxi Normal University) ;
  • YU, Ping (College of Mathematics, Nanjing Normal University)
  • Received : 2015.08.17
  • Accepted : 2015.12.31
  • Published : 2015.12.31
Download PDF
⟨ Previous Next ⟩

Abstract

The study is about the influence of literal, symbolic and graphics languages on mathematics reading. The results show that the scores of symbolic language volume are significantly lower than that of literal language volume. The abstractness of the mathematical symbols will not have a significant impact on the students with excellent mathematical academic, but as for the medium and poor students, abstract mathematics symbols will cause their cognitive impairment. Due to picture-superiority-effect, the test scores of the graphics language volume are significantly higher than that of the symbolic language volume. Graphics language will have a significant impact on the excellent and medium students, but has no impact on the poor students.

Keywords

References

  1. Fu, Yingfang (2009). Cognitive analysis of mathematical intuition and inspiration to teaching. Nanjing: Nanjing Normal University.
  2. Keller, B. A. & Hirsch, C. R. (1998). Students Preferences for representations of functions. Int. J. Math. Educ. Sci. Technol. 29(1), 1-17. ME 1998b.01235 https://doi.org/10.1080/0020739980290101
  3. Larkin, J. H. & Simon, H A. (1987). What is diagram (sometimes) worth ten thousand words? Cognitive Science 11, 65-69. Retrieved February 26, 2015 from: https://mechanism.ucsd.edu/teaching/f12/cs200/readings/larkin.whyadiagramissometimeswort h.1987.pdf https://doi.org/10.1111/j.1551-6708.1987.tb00863.x
  4. Li, Shiqi (2001). PME: Mathematics education psychology. Shanghai: East China Normal University Press.
  5. Liu, Yunzhang (1993). Introduction to mathematical symbols. Hefei: Anhui Education Press
  6. Luo, Xinbing (2005). Study on problem-solving of symbolic-graphic combination: perspective from representation. Shanghai: East China Normal University.
  7. Stenning, K. & Oberlander, J. (1999). A cognitive theory of graphical and linguistic reasoning: logic and implementation. Cognitive Science 19(1), 97-140. https://doi.org/10.1016/0364-0213(95)90005-5
  8. Yang, Hongping & Yu, Ping (2014). Investigation report on the situation of mathematics reading instruction. Journal of mathematics education 7(4), 59-66. Retrieved February 26, 2015 from: http://educationforatoz.com/images/2014-Article_5_-_Hongping_Yang_Ping_Yu.pdf
  9. Yu, Ping (2003). Study on the relationship between individual CPFS structure and mathematical problem representation. J. Math. Educ. (Tianjin) 12(3), 10-12. ME 2003f.04718
  10. Yu, Ping; Li Miao & Yang, Yi-ying (2006). Study on the relationship between individual CPFS structure and Problem Inquiry Ability. Journal of mathematics education, 2006(3), 41-45.
  11. Yu, Ping (2010). Mathematics education psychology. Beijing: Beijing Normal University.
  12. Zhang, Jiajie (1997). The nature of external representations in problem solving. Cognitive Science 21(2), 179-217. Retrieved February 26, 2015 from: http://onlinelibrary.wiley.com/doi/10.1207/s15516709cog2102_3/pdf

Cited by

  1. Exploring the process of learning mathematics by repeated reading: Eye tracking and heart rate measurement vol.24, pp.1, 2015, https://doi.org/10.30807/ksms.2021.24.1.004