{"title":"学生","authors":"Kate Ehrlich","doi":"10.1145/231132.231135","DOIUrl":null,"url":null,"abstract":"The purpose of this study was to develop a mathematics vocabulary measure for eighth-grade students and to determine the relationships among general vocabulary knowledge, mathematics vocabulary knowledge, and mathematics computation. Students (n=34) took three tests in the following order: (1) mathematics vocabulary, (2) WRAT Computation, and (3) GMRT Vocabulary. Mathematics vocabulary results revealed that the mathematics vocabulary test was highly reliable. Based on students’ scores in all tests, the correlation between mathematics vocabulary knowledge and general vocabulary knowledge as well as the relationship between mathematics vocabulary and mathematics computation were strong. However, there was no significant association between mathematics computation and general vocabulary knowledge. Mathematics vocabulary knowledge was a mediator between the two.","PeriodicalId":7397,"journal":{"name":"ACM SIGCHI Bull.","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2006-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Students\",\"authors\":\"Kate Ehrlich\",\"doi\":\"10.1145/231132.231135\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The purpose of this study was to develop a mathematics vocabulary measure for eighth-grade students and to determine the relationships among general vocabulary knowledge, mathematics vocabulary knowledge, and mathematics computation. Students (n=34) took three tests in the following order: (1) mathematics vocabulary, (2) WRAT Computation, and (3) GMRT Vocabulary. Mathematics vocabulary results revealed that the mathematics vocabulary test was highly reliable. Based on students’ scores in all tests, the correlation between mathematics vocabulary knowledge and general vocabulary knowledge as well as the relationship between mathematics vocabulary and mathematics computation were strong. However, there was no significant association between mathematics computation and general vocabulary knowledge. Mathematics vocabulary knowledge was a mediator between the two.\",\"PeriodicalId\":7397,\"journal\":{\"name\":\"ACM SIGCHI Bull.\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2006-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"ACM SIGCHI Bull.\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1145/231132.231135\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"ACM SIGCHI Bull.","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1145/231132.231135","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
The purpose of this study was to develop a mathematics vocabulary measure for eighth-grade students and to determine the relationships among general vocabulary knowledge, mathematics vocabulary knowledge, and mathematics computation. Students (n=34) took three tests in the following order: (1) mathematics vocabulary, (2) WRAT Computation, and (3) GMRT Vocabulary. Mathematics vocabulary results revealed that the mathematics vocabulary test was highly reliable. Based on students’ scores in all tests, the correlation between mathematics vocabulary knowledge and general vocabulary knowledge as well as the relationship between mathematics vocabulary and mathematics computation were strong. However, there was no significant association between mathematics computation and general vocabulary knowledge. Mathematics vocabulary knowledge was a mediator between the two.
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