Affiliation:
1. 1 Dana Professor of Psychology, Guilford College, Greensboro, North Carolina
Abstract
Recent investigations pertaining to the importance of verbal factors in the learning of mathematics are reviewed. The paper is divided into 3 sections: (a) the relationships of mathematical ability to reading ability and general intelligence, (b) reading instruction and mathematics learning, and (c) student and teacher verbalizations. The importance of general intelligence for mathematics achievement is recognized, but the evidence for a group factor of mathematical ability is not convincing. Training in careful, analytical reading appears to have a beneficial effect on achievement in mathematics, but more controlled experiments with larger samples need to be conducted. The influence of verbalizing awareness of mathematical generalizations and the effects of teacher–student verbal interactions in mathematics classroom settings are other promising directions for research. Finally, an appeal is made for long–term multivariate investigations rather than piecemeal, one–shot studies.
Publisher
National Council of Teachers of Mathematics
Subject
Education,Mathematics (miscellaneous)
Cited by
8 articles.
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