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ERIC Number: ED124926
Record Type: Non-Journal
Publication Date: 1975
Pages: 18
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Reading in Mathematics and Cognitive Development.
Bye, M. P.
Reading difficulties in mathematics may stem more from the abstract and highly symbolic nature of the subject than from inability to recognize or comprehend the words. A review of Piaget's model of cognitive development suggests that many seemingly simple mathematical terms assume cognitive processes which may not be available to many secondary school students. Preliminary research with tenth-through-twelfth grade students has supported this analysis. In order to overcome the resultant reading problems in mathematics, teachers must provide students with a broader set of experiences, centered on the difficult concepts, in order to generate deeper and more specific meanings for the words causing difficulty. (AA)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A