Language-Based Prior Knowledge and Transition to MathematicsReport as inadecuate




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Online Submission, Paper presented at the Annual Meeting of the Southwestern Section Mathematical Association of America (MAA) (El Paso, TX, Apr 1-2, 2005)

The paper provides a college mathematics student's concept maps, definitions, and essays to support the thesis that language-based prior knowledge can influence students' cognitive processes of mathematical concepts. A group of intermediate algebra students who displayed terms mainly from the spoken language on the first and the second concept maps and essays included terms reflecting more of an equation/formula-based conceptualization of the function concept on their third and the last concept maps and essays. (Contains 5 figures.)

Descriptors: Prior Learning, Essays, Cognitive Processes, Speech, Oral Language, Mathematical Concepts, College Mathematics, Algebra, Concept Mapping





Author: Dogan-Dunlap, Hamide; Torres, Cristina; Chen, Fan

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4323&id=ED490513



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