从巴塞尔-伯恩斯坦的编码理论考察数学测试中学生编码取向的内在逻辑和书面语言的内部结构

IF 2.6 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research Pub Date : 2024-01-01 DOI:10.1016/j.ijer.2023.102307

Tien-Hui Chiang , Xing Ma , Rongxin Zhang , Allen Thurston , Shan Jiang , Su-Wei Lin , Maria Cockerill

{"title":"从巴塞尔-伯恩斯坦的编码理论考察数学测试中学生编码取向的内在逻辑和书面语言的内部结构","authors":"Tien-Hui Chiang , Xing Ma , Rongxin Zhang , Allen Thurston , Shan Jiang , Su-Wei Lin , Maria Cockerill","doi":"10.1016/j.ijer.2023.102307","DOIUrl":null,"url":null,"abstract":"<div><p>This study uses a questionnaire survey (<em>n</em> = 2.098) to examine how the use of everyday language and slower-paced teaching in math instruction regulates the practice of rules of recognition and realization. The results of a Structural Equational Modelling (SEM) analysis revealed that while the recognition-realization-rules formula was confirmed, the better way to improve students’ performance in math tests was not to slow the pace of teaching but to use everyday language because the latter meaningfully linked to their context-based experiences. This means an innovative presentation of pedagogical information through either unpacking or enhanced pedagogy greatly improves their results in math tests.</p></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"124 ","pages":"Article 102307"},"PeriodicalIF":2.6000,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Examining the inner logic of students’ coding orientations and the internal structure of written language in math tests from Basil Bernstein's code theory\",\"authors\":\"Tien-Hui Chiang , Xing Ma , Rongxin Zhang , Allen Thurston , Shan Jiang , Su-Wei Lin , Maria Cockerill\",\"doi\":\"10.1016/j.ijer.2023.102307\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>This study uses a questionnaire survey (<em>n</em> = 2.098) to examine how the use of everyday language and slower-paced teaching in math instruction regulates the practice of rules of recognition and realization. The results of a Structural Equational Modelling (SEM) analysis revealed that while the recognition-realization-rules formula was confirmed, the better way to improve students’ performance in math tests was not to slow the pace of teaching but to use everyday language because the latter meaningfully linked to their context-based experiences. This means an innovative presentation of pedagogical information through either unpacking or enhanced pedagogy greatly improves their results in math tests.</p></div>\",\"PeriodicalId\":48076,\"journal\":{\"name\":\"International Journal of Educational Research\",\"volume\":\"124 \",\"pages\":\"Article 102307\"},\"PeriodicalIF\":2.6000,\"publicationDate\":\"2024-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Educational Research\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0883035523001702\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Educational Research","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0883035523001702","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

摘要

本研究采用问卷调查（n = 2.098）的方式，研究数学教学中使用日常用语和放慢教学节奏如何调节认读和领悟规则的练习。结构方程模型（SEM）分析的结果表明，虽然 "认识--实现--规则 "公式得到了证实，但提高学生数学考试成绩的更好方法不是放慢教学进度，而是使用日常语言，因为后者与学生基于情境的经验有意义地联系在一起。这意味着，通过解包或强化教学法创新性地呈现教学信息，可大大提高学生的数学考试成绩。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Examining the inner logic of students’ coding orientations and the internal structure of written language in math tests from Basil Bernstein's code theory

This study uses a questionnaire survey (n = 2.098) to examine how the use of everyday language and slower-paced teaching in math instruction regulates the practice of rules of recognition and realization. The results of a Structural Equational Modelling (SEM) analysis revealed that while the recognition-realization-rules formula was confirmed, the better way to improve students’ performance in math tests was not to slow the pace of teaching but to use everyday language because the latter meaningfully linked to their context-based experiences. This means an innovative presentation of pedagogical information through either unpacking or enhanced pedagogy greatly improves their results in math tests.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

International Journal of Educational Research EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.20

自引率

3.10%

发文量

141

审稿时长

21 days

期刊介绍： The International Journal of Educational Research publishes regular papers and special issues on specific topics of interest to international audiences of educational researchers. Examples of recent Special Issues published in the journal illustrate the breadth of topics that have be included in the journal: Students Perspectives on Learning Environments, Social, Motivational and Emotional Aspects of Learning Disabilities, Epistemological Beliefs and Domain, Analyzing Mathematics Classroom Cultures and Practices, and Music Education: A site for collaborative creativity.