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  Previous issue (2018. Vol. 10, no. 4)

Psychological-Educational Studies

Former Title: Psychological Science and Education psyedu.ru

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2587-6139

DOI: http://dx.doi.org/10.17759/psyedu

License: CC BY-NC 4.0

Started in 2009

Published quarterly

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Problems of Understanding the Text and Symbolic Information in Teaching Mathematics

Bragina O.I., Master's degree student, Department of methods of teaching mathematics and computer science, faculty of mathematics, Russian state pedagogical University. A. I. Herzen, St.Petersburg, Russia, olgabragina1989@gmail
Abstract
We posed the problem of understanding the text and symbol messages by students. We considered the interpretation of the concept of "understanding" in philosophy and psychology, presented psycholinguistic aspect of the concept in detail. We proposed a general classification of problems of perception of speech by students in teaching mathematics. We identified two broad categories of problems of understanding the language statements (direct problematic language codes perception and incorrect perception of the context). We introduce the concept of "reversible language constructs”, discuss the various types of reversible language constructs found in educational materials on math. The analogy is provided to demonstrate the similarity of reversible structures of natural language with constructs of algebraic material. The author presents the classification of reversible constructs. We substantiated the importance of the study of reversible structures decoding by students, identified properties of reversible constructs perception, the conditions for their understanding. We revealed the further ways to study how to create an effective technique for decoding reversible constructs (with the use of educational material on algebra).

Keywords: understanding, perception, language, decoding statements, reversible design, learning math

Column: Educational Psychology

DOI: http://dx.doi.org/10.17759/psyedu.2015070108

For Reference

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