Investigating the relationship between math literacy and linguistic synchrony in online mathematical discussions through large-scale data analytics

IF 6.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

British Journal of Educational Technology Pub Date : 2024-02-27 DOI:10.1111/bjet.13444

Yukyeong Song, Wanli Xing, Chenglu Li, Xiaoyi Tian, Yingbo Ma

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引用次数: 0

Abstract

Previous literature has associated math literacy with linguistic factors such as verbal ability and phonological skills. However, few studies have investigated linguistic synchrony, shown in mathematical discussions. This study modelled math literacy and examined the relationship of math literacy with linguistic synchrony between students and facilitators. We retrieved data from 20,776 online mathematical discussion threads at a secondary school level. First, we assessed students' math literacy based on their discussions and classified them into high- and low-math literacy groups. Then, we conducted Cross-Recurrence Quantification Analysis (CRQA) to calculate linguistic synchrony within each thread. The result implies that students with high math literacy are more likely to share common words (eg, mathematical terms) with facilitators. At the same time, they would paraphrase the facilitators' words rather than blindly mimic them as the exact sentences or phrases. On the other hand, students with low math literacy tend to use overlapping words with facilitators less frequently and are more likely to repeat the exact same phrases from the facilitators. The findings provide an empirical data analysis and insights into mathematical discussions and linguistic synchrony. In addition, this paper implies the directions to improve online mathematical discussions and foster math literacy.

Practitioner notes

What is already known about this topic

Mathematical discussions are known to be an effective way to promote math literacy.
Math literacy and linguistic skills have a strong link.
Linguistic synchrony is related to better collaboration and common knowledge building.

What this paper adds

Reveals the relationship between math literacy and linguistic synchrony and deepens the understanding of digital communication in online learning environments.
Provides empirical analysis of natural language data in group discussions using CRQA.
Conceptualizes linguistic synchrony with three sub-concepts: linguistic concurrence, predictability, and complexity.

Implications for practice and/or policy

Educators and practitioners could utilize the automatic formative assessment of math literacy based on the student's language use in mathematical discussions.
Educational technology researchers and designers could include CRQA indices and recurrence plots in the dashboard design to provide information to support teachers and learners.
Teachers would be able to provide real-time interventions to promote effective mathematical communication and foster math literacy throughout mathematical discussions.

查看原文本刊更多论文

通过大规模数据分析研究在线数学讨论中数学素养与语言同步性之间的关系

以往的文献将数学素养与语言能力和语音技能等语言因素联系起来。然而，很少有研究对数学讨论中的语言同步性进行调查。本研究以数学素养为模型，考察了数学素养与学生和主持人之间语言同步性的关系。我们从中学的 20776 个在线数学讨论主题中获取了数据。首先，我们根据学生的讨论评估了他们的数学素养，并将他们分为高数学素养组和低数学素养组。然后，我们进行了交叉重现量化分析（Cross-Recurrence Quantification Analysis，CRQA），以计算每个线程中的语言同步性。结果表明，数学素养高的学生更有可能与主持人分享共同语言（如数学术语）。同时，他们会转述主持人的话，而不是盲目地模仿他们的原句或短语。另一方面，数学素养较低的学生倾向于较少使用与主持人重叠的词语，而更有可能重复主持人的完全相同的短语。研究结果提供了实证数据分析以及对数学讨论和语言同步性的见解。此外，本文还为改进在线数学讨论和培养数学素养指明了方向。数学素养与语言技能有着密切的联系。语言同步与更好的合作和共同知识的构建有关。本文的补充揭示了数学素养与语言同步性之间的关系，加深了对在线学习环境中数字交流的理解。使用 CRQA 对小组讨论中的自然语言数据进行实证分析。用三个子概念对语言同步性进行了概念化：语言一致性、可预测性和复杂性。对实践和/或政策的启示教育工作者和实践者可以根据学生在数学讨论中的语言使用情况，对数学素养进行自动形成性评估。教育技术研究人员和设计人员可以在仪表盘设计中加入 CRQA 指数和复现图，为教师和学习者提供信息支持。教师将能够提供实时干预，以促进有效的数学交流，并在数学讨论中培养数学素养。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

British Journal of Educational Technology EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

15.60

自引率

4.50%

发文量

111

期刊介绍： BJET is a primary source for academics and professionals in the fields of digital educational and training technology throughout the world. The Journal is published by Wiley on behalf of The British Educational Research Association (BERA). It publishes theoretical perspectives, methodological developments and high quality empirical research that demonstrate whether and how applications of instructional/educational technology systems, networks, tools and resources lead to improvements in formal and non-formal education at all levels, from early years through to higher, technical and vocational education, professional development and corporate training.