Conjunction Is More Than Just a Language Unit: A Comparative Study of Conjunctions in U.S. and Chinese Mathematical Lessons

• In Event: Roundtable Session 22
  In Roundtable Session: Studies of Curriculum and Instruction in Mathematics Education

Abstract

Policy and research suggest that mathematical learning is supported when students speak clearly, coherently and logically. Conjunctions can be instrumental to support this in that they help connect different ideas and allow speakers to elaborate, extend, and enhance their mathematical statements. Borrowing from the systemic functional linguistics (SFL) perspective, conjunction analysis was conducted on 12 U.S. lessons and 17 Chinese lessons to examine differences in the frequency and use of conjunctions between U.S. and Chinese lessons. Findings indicated that Chinese students used more conjunctions and were used to express mathematical ideas more often than their U.S. peers. The significance of these differences lies in their potential impact not only constructing but also communicating mathematical ideas to others.

Authors

• Shuai Wang, University of Illinois at Urbana-Champaign

• Michelle Perry, University of Illinois