Journal directory listing - Volume 66(2021) - Journal of Research in Education Sciences【66(1)】March

Reading Popular Mathematics from Equations or Words: Comparison of Analysis of Covariance and Hierarchical Linear Modeling Author: Chao-Jung Wu (Department of Educational Psychology and Counseling, Institute for Research Excellence in Learning Sciences, National Taiwan Normal University), Chien-Hua Cheng (Department of Educational Psychology and Counseling, National Taiwan Normal University), Ling-Chia Chang (Department of Educational Psychology and Counseling, National Taiwan Normal University)

Vol.&No.:Vol. 66, No. 1
Date:March 2021


Understanding mathematical reasoning is challenging. No conclusive evidence exists on which external representation is more beneficial to comprehension: equation or words. This study involved 299 high school students and examined the effects of external representations and participants’ abilities on reading comprehension of popular mathematics. Because students were nested within schools, analysis of covariance (ANCOVA) and hierarchical linear modeling (HLM) were performed, and their results were compared. The materials included three popular mathematics and comprehension tests, all of which were in the domain of geometry. The main difference between the equation version and the verbal version was the method of representation used in key sentences (only one, five, and five sentences differed in each of the three passages, respectively). The other sentences, illustrations, and tests were the same in both versions. Students were randomly assigned into groups for each of the two versions and completed the reading comprehension tests, reading comprehension screening tests, and math prior knowledge tests. The ANCOVA results demonstrated that the equation readers outperformed the verbal readers and that the high-ability readers performed better than the low-ability ones, but the results did not indicate any interaction between version and ability. After the exclusion of the effects of school-average math ability, the HLM results found that low-ability equation readers demonstrated a nonsignificant difference in performance compared with high-ability verbal readers. The benefits of using equations were discussed by comparing the linguistic features of the two external representations. Furthermore, the results were compared with previous research in terms of passage domain, cognitive load, focus of measurement, and participant characteristics.

Keywords:external representation, linguistics, popular mathematics, reading comprehension

《Full Text》 檔名

  1. 左台益、李健恆(2018)。素養導向之數學教材設計與發展。教育科學研究期刊,63(4),29-58。【Tso, T.-Y., & Lei, K.-H. (2018). Design and development of mathematical literacy-oriented subject materials. Journal of Research in Education Science, 63(4), 29-58.】
  2. 吳昭容、曾建銘、鄭鈐華、陳柏熹、吳宜玲(2018)。領域特定詞彙知識的測量:三至八年級學生數學詞彙能力。教育研究與發展期刊,14(4),1-40。【Wu, C.-J., Cheng, C.-M., Cheng, C.-H., Chen, P.-H., & Wu, Y.-L. (2018). The measurement of domain-specific vocabulary knowledge: The mathematical vocabulary ability of third to eighth grade students. Journal of Educational Research and Development, 14(4), 1-40.】
  3. 李浩然、柳賢(2012)。國三學生數學觀念之研究。科學教育學刊,20(3),267-294。【Lee, H.-J., & Leou, S. (2012). Ninth grade students’ conceptions of mathematics. Chinese Journal of Science Education, 20(3), 267-294.】
  4. 柯華葳、詹益綾(2007)。國民中學閱讀推理篩選測驗編製報告。測驗學刊,54(2),429-449。【Ko, H.-W., & Chan, Y.-L. (2007). Reading comprehension screening test for junior high school students. Psychological Testing, 54(2), 429-449.】
  5. 曹亮吉(1996)。阿草的葫蘆:文化活動中的數學。遠哲科學教育基金會。【Cao, L.-J. (1996). A-Cao’s gourd: Mathematics in cultural activities. Yuan T. Lee Foundation Science Education for All.】
» More
APA Format
Wu, C.-J., Cheng, C.-H., & Chang, L.-C. (2021). Reading popular mathematics from equations or words: Comparison of analysis of covariance and hierarchical linear modeling. Journal of Research in Education Sciences, 66(1), 107-139.