ERIC Number: ED044237
Record Type: RIE
Publication Date: 1970-Mar
Reference Count: 0
Estimates of the Relative Sequential Constraint for Selected Passages from Mathematics Books and the Relationship of These Measures to Reading Comprehension.
Rudolph, William B.; Kane, Robert B.
Since mathematical English (ME) differs from ordinary English (OE) in the number of symbols used, this research investigated sequential constraint (constraints on symbol choice attributed to preceding textual material) of excerpts from 18 mathematics books, both traditional and modern, to determine its relationship to readability. Findings indicated the following: (1) the length of the total passage must be considered; (2) sequential constraint did not differ for modern and traditional mathematics books; (3) sequential constraint varied between topics, which implies that no value of sequential constraint can be assigned to ME; (4) an inverse relationship existed between sequential constraint and grade level; (5) there was more constraint in the deductive style of writing; and (6) there was an inverse relationship between sequential constraint and reading comprehension of ME. Implications for teaching would place greater emphasis on topics having high constraint since such topics were associated with lower reading scores, and topics having low constraint might be developed in greater depth since they were associated with higher reading comprehension scores. Included are a bibliography, a list of definitions of technical terms, and tables. (DH)
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the conference of the American Educational Research Association, Minneapolis, Minn., Mar. 2-6, 1970