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Exploring Pupils’ Mathematics Reading Performance Under Online Reading Environment

Received: 27 August 2016     Published: 28 August 2016
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Abstract

The purpose of this research aims to investigate the performance of mathematics reading for pupils. Mathematics reading is nowadays an important issue which is the conjunction of mathematics proficiency and reading comprehension. Besides, online reading becomes widespread owing to the development of internet technology. Development of mathematics reading articles in the online system to detect the performance of pupils should be a prospective research. However, little is known about the performance of mathematics reading and its effects under online reading environment. In this study, there are two articles of mathematics reading established in the online environment. Contents of mathematics reading are related to factor and multiple contexts. The participants include 117 fifth grades in Taiwan. Theoretical frame is based on theory of subject reading components proposed by M. C. McKenna and R. D. Robinson (2002). These components are general reading comprehension, prior knowledge of mathematics and mathematics-specific literacy skills. According to the data analysis, pupils perform the best on general reading comprehension. In addition, they perform the worst on mathematics-specific literacy skills. The results coincide with the findings of related literature. However, there is no difference on these three components between genders. Results of this study could furnish the theory and practice of online mathematics reading. Finally, based on the findings, some suggestions and recommendations for future research and practical instruction of mathematics reading are discussed.

Published in Psychology and Behavioral Sciences (Volume 5, Issue 5)
DOI 10.11648/j.pbs.20160505.11
Page(s) 117-123
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2016. Published by Science Publishing Group

Keywords

Factor and Multiple, Mathematics Reading, Online Reading, Reading Comprehension

References
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[2] Huntsinger, C. S., Jose, P. E., Larson, S. L., Balsink Krieg, D., & Shaligram, C. (2000). Mathematics, vocabulary, and reading development in Chinese American and European American children over the primary school years. Journal of Educational Psychology, 92 (4), 745.
[3] Barton, M. L. & Heidema, C. (2002). Teaching reading in mathematics (2nd ed.). Aurora, Colorado: Mid-continent Research for Education and Learning.
[4] Siegel, M., & Fonzi, J. M. (1995). The practice of reading in an inquiry-oriented mathematics class. Reading Research Quarterly, 632-673.
[5] Draper, R. J. (2002). School mathematics reform, constructivism, and literacy: A case for literacy instruction in the reform-oriented math classroom. Journal of Adolescent & Adult Literacy, 45 (6), 520-529.
[6] McKenna, M. C., & Robinson, R. D. (2002). Teaching through text: A content literacy approach to content area reading. Boston, MA: Allyn & Bacon.
[7] Leu, D. J., Gregory McVerry, J., Ian O'Byrne, W., Kiili, C., Zawilinski, L., Everett-Cacopardo, H., Kennedy, C. & Forzani, E. (2011). The new literacies of online reading comprehension: Expanding the literacy and learning curriculum. Journal of Adolescent & Adult Literacy, 55 (1), 5-14.
[8] Coiro, J., & Dobler, E. (2007). Exploring the online reading comprehension strategies used by sixth-grade skilled readers to search for and locate information on the Internet. Reading Research Quarterly, 42 (2), 214–257.
[9] Brown, A., Thomas, K., & Tolias, G. (2002). Conceptions of divisibility: Success and understanding. In Stephen Campbell and Rina Zazkis (Eds), Learning and teaching number theory: Research in cognition and instruction (pp. 41-82). Westport: Ablex publishing.
[10] Dias, A. (2005). Using lattice models to determine Greatest Common Factor and Least Common Multiple. International Journal for Mathematics Teaching and Learning. 730-738.
[11] Hsieh, C., & Lin, S. (2008). Dynamic visual computer design for factors and multiples word problem learning. International Journal of Mathematical Education in Science and Technology, 39 (2), 215-232.
[12] Çamlı, H., & Bintaş, J. (2009). Mathematical problem solving and computers: Investigation of the effect of computer aided instruction in solving lowest common multiple and greatest common factor problems. Journal of Human Sciences, 6 (2), 348-356.
[13] Vilenius-Tuohimaa, P. M., Aunola, K., & Nurmi, J. E. (2008). The association between mathematical word problems and reading comprehension. Educational Psychology, 28 (4), 409-426.
[14] Leblanc, M. D. (1991). From natural language to mathematical representations: A model of mathematical reading. Digital Creativity, 2 (3-4), 149-158.
[15] Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content-area literacy. Harvard Educational Review, 78 (1), 40-59.
[16] Triyani, S., Ilma, R., & Darmawijoyo, D. (2014). Supporting Student’s Ability in Understanding Least Common Multiple (LCM) Concept Using Storytelling. Journal on Mathematics Education, 3 (2), 151-164.
[17] Çamli, H., & Bintaş, J. (2009). Mathematical problem solving and computers: Investigation of the effect of computer aided instruction in solving lowest common multiple and greatest common factor problems. Journal of Human Sciences, 6 (2), 348-356.
[18] Coiro, J. (2011). Predicting reading comprehension on the internet contributions of offline reading skills, online reading skills, and prior knowledge. Journal of Literacy Research, 43 (4), 352-392.
[19] RAND Reading Study Group. (2002). Reading for understanding: Toward an R&D program in reading comprehension. Santa Monica, CA: RAND.
[20] Coiro, J., & Dobler, E. (2007). Exploring the comprehension strategies used by sixth-grade skilled readers as they search for and locate information on the Internet. Reading Research Quarterly, 42, 214-257.
[21] Österholm, M. (2006). Characterizing reading comprehension of mathematical texts. Educational Studies in Mathematics, 63 (3), 325-346.
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  • APA Style

    Yuan-Horng Lin, Yi-An Chen. (2016). Exploring Pupils’ Mathematics Reading Performance Under Online Reading Environment. Psychology and Behavioral Sciences, 5(5), 117-123. https://doi.org/10.11648/j.pbs.20160505.11

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    ACS Style

    Yuan-Horng Lin; Yi-An Chen. Exploring Pupils’ Mathematics Reading Performance Under Online Reading Environment. Psychol. Behav. Sci. 2016, 5(5), 117-123. doi: 10.11648/j.pbs.20160505.11

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    AMA Style

    Yuan-Horng Lin, Yi-An Chen. Exploring Pupils’ Mathematics Reading Performance Under Online Reading Environment. Psychol Behav Sci. 2016;5(5):117-123. doi: 10.11648/j.pbs.20160505.11

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  • @article{10.11648/j.pbs.20160505.11,
      author = {Yuan-Horng Lin and Yi-An Chen},
      title = {Exploring Pupils’ Mathematics Reading Performance Under Online Reading Environment},
      journal = {Psychology and Behavioral Sciences},
      volume = {5},
      number = {5},
      pages = {117-123},
      doi = {10.11648/j.pbs.20160505.11},
      url = {https://doi.org/10.11648/j.pbs.20160505.11},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.pbs.20160505.11},
      abstract = {The purpose of this research aims to investigate the performance of mathematics reading for pupils. Mathematics reading is nowadays an important issue which is the conjunction of mathematics proficiency and reading comprehension. Besides, online reading becomes widespread owing to the development of internet technology. Development of mathematics reading articles in the online system to detect the performance of pupils should be a prospective research. However, little is known about the performance of mathematics reading and its effects under online reading environment. In this study, there are two articles of mathematics reading established in the online environment. Contents of mathematics reading are related to factor and multiple contexts. The participants include 117 fifth grades in Taiwan. Theoretical frame is based on theory of subject reading components proposed by M. C. McKenna and R. D. Robinson (2002). These components are general reading comprehension, prior knowledge of mathematics and mathematics-specific literacy skills. According to the data analysis, pupils perform the best on general reading comprehension. In addition, they perform the worst on mathematics-specific literacy skills. The results coincide with the findings of related literature. However, there is no difference on these three components between genders. Results of this study could furnish the theory and practice of online mathematics reading. Finally, based on the findings, some suggestions and recommendations for future research and practical instruction of mathematics reading are discussed.},
     year = {2016}
    }
    

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    AB  - The purpose of this research aims to investigate the performance of mathematics reading for pupils. Mathematics reading is nowadays an important issue which is the conjunction of mathematics proficiency and reading comprehension. Besides, online reading becomes widespread owing to the development of internet technology. Development of mathematics reading articles in the online system to detect the performance of pupils should be a prospective research. However, little is known about the performance of mathematics reading and its effects under online reading environment. In this study, there are two articles of mathematics reading established in the online environment. Contents of mathematics reading are related to factor and multiple contexts. The participants include 117 fifth grades in Taiwan. Theoretical frame is based on theory of subject reading components proposed by M. C. McKenna and R. D. Robinson (2002). These components are general reading comprehension, prior knowledge of mathematics and mathematics-specific literacy skills. According to the data analysis, pupils perform the best on general reading comprehension. In addition, they perform the worst on mathematics-specific literacy skills. The results coincide with the findings of related literature. However, there is no difference on these three components between genders. Results of this study could furnish the theory and practice of online mathematics reading. Finally, based on the findings, some suggestions and recommendations for future research and practical instruction of mathematics reading are discussed.
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Author Information
  • Department of Mathematics Education, National Taichung University of Education, Taichung City, Taiwan

  • Department of Mathematics Education, National Taichung University of Education, Taichung City, Taiwan

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