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How can we improve mathematical vocabulary comprehension that will allow students to develop higher-order levels of learning?

机译：我们如何提高数学词汇理解能力，使学生能够发展更高层次的学习？

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摘要

The style of the mathematics GCSE examinations in England is changing under the new reform (Department for Education, 2013a), which promises to test in problem-solving and worded contexts to a greater degree. This will undoubtedly present a barrier for many students due to the increased need to understand and use mathematical vocabulary. During this enquiry, I aimed to find a teaching strategy that would help students to learn mathematical vocabulary, and so enabling them to access higher-order levels of learning in preparation for the new exams. The strategy used was the Frayer Model, implemented for a 6-week period with a class of 15 participants. Results from pre- and post-instruction testing were analysed, along with the results from a control class. The class who received the instruction showed clear improvements over the control class, however the model appeared to be less effective with those participants with a lower reading age. Also, the questionnaires highlighted that those who were more engaged with the model generally experienced greater improvements in their understanding of mathematical vocabulary in the test.
机译：在新的改革下（教育部，2013a），英格兰的GCSE数学考试风格正在发生变化，该改革有望在更大程度上解决问题和措辞。由于越来越需要理解和使用数学词汇，这无疑将为许多学生带来障碍。在这次调查中，我旨在寻找一种教学策略，该策略将帮助学生学习数学词汇，从而使他们能够获得更高层次的学习水平，从而为新的考试做准备。使用的策略是Frayer模型，该模型实施了6周的时间，共有15名参与者参加。分析了前，后测试的结果以及对照组的结果。接受指导的班级比对照组有明显的进步，但是对于阅读年龄较低的参与者来说，该模型的效果似乎较差。此外，调查问卷还强调，那些更喜欢该模型的人通常在测试中对数学词汇的理解上有了更大的进步。

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    Kenyon Vivienne;

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