“312. Even though a child may without difficulty be able to read what is written in a mathematics text book or on a work card, he may well find great difficulty in learning an unfamiliar piece of mathematics from the written word. This is likely to be the case however careful has been the choice of the language used. The ability to learn mathematics from the printed page is one which develops very slowly, so that even at the age of 16 there are few pupils who are able to learn satisfactorily from a text book by themselves. At the primary stage new topics and concepts should always be introduced by appropriate oral and practical work and the necessary links with what has gone before established by discussion.” (D.E.S., 1982)

Readability problems presented by mathematics text

This study surveys claims in research articles regarding linguistic properties of mathematical texts, focusing on claims supported by empirical or logical arguments. It also performs a linguistic analysis to determine whether some of these claims are valid for school textbooks in mathematics and history. The result of the survey shows many and varying claims that mainly describe mathematical texts as highly compact, precise, complex, and containing technical vocabulary. However, very few studies present empirical support for their claims, and the few empirical studies that do exist contradict the most common, and unsupported, claims, since no empirical study has shown mathematical texts to be more complex than texts from other subjects, and any significant differences rather indicate the opposite. The linguistic analysis in this study is in line with previous empirical studies and stands in contrast to the more common opinion in the unsupported claims. For example, the mathematics textbooks have significantly shorter sentences than the history textbooks.

/pdf/what-is-so-special-about-mathematical-texts-analyses-of-3o9elade4a.pdf

What is so special about mathematical texts? Analyses of common claims in research literature and of properties of textbooks

Research collected and reviewed a number of empirical studies in the field of educational research regarding the analysis of mathematics textbooks to provide summary and overview the information there in. The questions were identified via Google Scholar and collected from different data sources. A total of 44 papers published from 1953 to 2015 were selected based specific criteria, with 24 articles include in the SSCI database. Descriptive statistics were used to evaluate and interpret the results. A perspective on the learning analysis methods was used to collect studies and showed the mathematics textbooks analyzed were investigated under four themes: The analysis of standards, distributive property, language in mathematics, and others. School’s level which is investigated textbooks: Kindergarten, elementary, junior school, and senior school. Subjects covered in the mathematics textbooks included algebra and arithmetic, geometry, measurement, data analysis and probability, number and operations, among others. Research found the most frequently discussed in perspective on learning was the analysis of the standards and the distributive property (15 studies), the most common subject was number and operations (16 studies), and the highest number in school’s level was elementary school (18 studies). Nevertheless, fewer studies have been found to analyzing mathematics textbooks. Future research can pay attention for the relevant theoretical issues and collaborate studies in more perspective learning analysis.

/pdf/a-review-and-content-analysis-of-mathematics-textbooks-in-18pzl1npmt.pdf

A review and content analysis of mathematics textbooks in educational research

The Process of Reading Mathematics.

Presented is a summary cf research and recommendations concerning questions that are frequently asked by teachers and administrators about the lea=ning and teaching of mathematics. Six areas are analyzed: r.lanrtLg fcr instruction, instructional procedures, differentiating instruction, methcds cf instruction, problem solving, and evaluation. The format used was to approach each of the six main headings-thrcugh a series cf questions. A bibliography is included. (NP) *********************************************************************** Reprod-actions supplied by EDRS are the best that can be made from the original document. *********************************************************************** 76 Questions: A Synthesis Of The Research On Teaching And Learning Mathematics ta.Ton 40 John P. Downes Rosalie S. Jensen Hiram D. Johnson INTRODUCTION AND OVERVIEW This document is a summary of research and recommendations concerning questions that are frequently asked by teachers and administ, ators about the learning and teaching of mathematics. The intent of the doc.iment is to provide a concise E-w.-mary of major studies having. direct implications for planning and teaching, mathematics and thus proving to be useful to educaticn. The document presents a synthesis of selected findings which reiate mathematics education to certain areas of concern broadly delineated under the following six headings. 1. Planning for Instruction 2. Instructional Procedures 3. Differentiating Instruction 4. Methods of instruction

/pdf/76-questions-a-synthesis-of-the-research-on-teaching-and-4g8js42cxm.pdf

76 Questions: A Synthesis of the Research on Teaching and Learning Mathematics.

CHOOSING a textbook is a very diffi cult and trying task. This is true whether it is done by an individual or a committee, or for a large school system with many students or a small system with only a few. The same shoe fits only a small number; the same menu satisfies the taste of only a small minority. Regardless of who chooses the text, for whom it is chosen, or what the curricu lum is to be, one criterion that must not be ignored is the readability of the material. Students certainly cannot understand that which they are unable to read. Even when students are highly motivated to learn, perhaps ready to benefit most from the dis covery process, they can become stymied by material they cannot read. Eleven publishing companies submitted mathematics series for Grades 7 and 8 to the Texas State Textbook Committee recently. From these, five were chosen for the state adoption list from which all public schools in Texas select their texts. One part of the process of narrowing the submitted texts down to a field of five involved looking at the readability of the books. Several formulae, including the Dale-Chall [l],* Flesch [3], and Spache

The Readability of Junior High School Mathematics Textbooks.

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The Readability of Junior High School Mathematics Textbooks.

Divisibility Rules for the First Fifteen Primes.

A comparison of televiewing and non-televiewing children's explanations of natural phenomena