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The Study of the Relation between Comprehension Process and Cognitive Capacities of Students in Mathematics

机译：数学理解过程与学生认知能力的关系研究

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In the creation of substances for developing and thinking of cognitive levels in mathematics from elementary course and recognizing effective variables of all external factors of mathematics, researchers have considered through designing hypothesis and effort to find the relation of reading literacy level and cognitive levels in mathematics of fourth grade among girls and boys and cognitive capacities of them in Tehran. The evaluation of reading literacy with the definition of comprehension process as index in surface layers spectrum such as focusing and reviewing information that are be stated in text and directive induction has organized. On other hands, mathematics evaluation has implemented for both content and cognitive dimensions. Research process has formed with selecting eight schools and in two tests. Reading literacy tests with the aim of evaluation of comprehension process and math test with the aim of the evaluation of cognitive levels have implemented for two classes of each schools. Research hypotheses have tested based on researching positive correlative between surface layers of comprehension with cognitive levels in mathematics meaningfully that have organized in three levels of knowing, application and reasoning. Instrumentation of the performance of comprehension have included two literary-information texts of PIRLS test 2011 and the collection of two respected notebooks and instrumentation of performance of cognitive levels in mathematics such as on notebook of TIMSS 2011. The procedure of testing hypotheses with Spearman correlative coefficient method have performed that all hypotheses have accepted meaningfully. Therefore, there is significant and directive relation between comprehension processes as reading literacy with cognitive capacities of students in mathematics of fourth grade.
机译：在从基础课程创建用于发展和思考数学认知水平的物质并认识到数学所有外部因素的有效变量的过程中，研究人员已通过设计假设和努力来考虑寻找阅读素养水平与数学认知水平之间的关系。德黑兰男女生的四年级及其认知能力。组织了以理解过程的定义作为表面层频谱指数的阅读素养评估，例如集中和复习文本和指令归纳中陈述的信息。另一方面，对内容和认知方面都进行了数学评估。通过选择八所学校和两次测试形成了研究过程。每所学校的两堂课都实施了以理解能力评估为目的的阅读素养测验和以认知水平评估为目的的数学测验。研究假设已经进行了检验，其基础是有意义地研究理解的表层与数学中的认知水平之间的正相关性，这些认知水平以知识，应用和推理三个层次进行组织。理解能力的工具包括PIRLS测试2011的两篇文学信息文本以及两本备受尊敬的笔记本的收集以及诸如TIMSS 2011笔记本的数学认知水平的工具。用Spearman相关系数测试假设的过程方法表明所有假设都已被有意义地接受。因此，四年级数学中的阅读能力与学生的认知能力之间的理解过程之间存在着显着的指导关系。

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