Reading mathematical exercises: preliminary results
DOI:
https://doi.org/10.36505/ExLing-2008/02/0019/000078Keywords:
mathematical exercises processing/solving and readingAbstract
This research on reading comprehension is concerned with linguistic complexity processing and solving of mathematical exercises by 95 Portuguese students aged 9 to 15 years, attending one of the three basic school levels. Exercises were selected from the full set of national examinations (from 2000 till 2007), covering different mathematical areas. Experimental task was to present subjects with an exercise text followed by a possible result which they had to evaluate as a good or bad answer. Preliminary results indicate that although the extension of the exercise text and of the answer influences the time spent reading and solving the problem, it does not necessarily make the resolution of the exercise harder.
References
Hegarty, M., Mayer, R.E. and Green, C. 1992. Comprehension of arithmetic word problems: evidence from students’ eye fixations. Journal of Educational Psychology, 84, 76-84.
Hoffman, J. E. 1998. Visual attention and eye movements. In H. Pashler (Ed.) Attention. London: University College London Press.
Kiess, H. and Bloomquist, D. 1985. Psychological research methods: a conceptual approach. Boston: Allyn and Bacon.
Just, M. A. and Carpenter, P. A. 1980. A theory of reading: From eye fixations to comprehension. Psychological Review, 87, 329-354.
Suppes, P. 1990. Eye-movement models for arithmetic and reading performance. In E. Kowler (Ed.), Eye Movements and their Role in Visual and Cognitive Processes, 455-477. New York: Elsevier Science publishing.
Thompson, P. 1992. Notations, conventions and constraints: contributions to effective uses of concrete materials in elementary mathematics. Journal for Research in Mathematics Education, 23, 123-147.
Downloads
Published
Issue
Section
License
Copyright (c) 2008 Deolinda Correia (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
Articles are published under the Creative Commons Attribution 4.0 International License (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are properly credited.
