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|Other Titles:||Issues on Children's Mathematics Text Reading from the Perspective of Mathematics' Content Reading Skills|
National Taiwan Normal University Special Education Center
The study was based on the theory of reading instruction in different subjects to explore the instruction in reading mathematics text. It was found by empirical study that cognitive components of mathematics reading were not only included of reading comprehension ability and prior knowledge of mathematics but also specific mathematics' content reading skills which were comprehension of mathematical illustration, mathematical symbol and vocabulary, and understanding of math graphing. Moreover, as students read the mathematical text, students of different levels had same difficulties besides individual problems. Based on results, instructive suggestions for teachers' teaching and text design to help students improve their reading comprehension ability were provided.
|Appears in Collections:||特殊教育季刊|
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