A Systematic Review on Mathematical Language Learning Using PRISMA in Scopus Database

Rosmawati Mohamed; Munirah Ghazali; Mohd Ali Samsudin

doi:10.29333/ejmste/8300

Full Text (PDF)

Rosmawati Mohamed ¹ ^* , Munirah Ghazali ¹, Mohd Ali Samsudin ¹

More Detail

¹ School of Educational Studies, Universiti Sains Malaysia, Penang, MALAYSIA^* Corresponding Author

Abstract

Through a search executed on Scopus database with general keywords such as ‘mathematical language’ and related terms, this study reveals the analysis of previous published articles based on PRISMA’s procedure where it guides researchers’ self-regulated learning on online platform. This review exhibits both inclusion and exclusion criteria in the publication distribution. Whilst, all included documents are articles in English language; the excluded articles are those from medicine subject area. The distribution of articles published specifically by years, subject areas, authors, countries and authors’ affiliated universities were examined. The varied of findings show Scopus database provides essential information pertaining to mathematical language and approach carried out involving students from various level. The study also reveals there are wide-ranging articles related to mathematical language and technology approach in the database. Meanwhile, developing student’s mathematical language learning using technology is one of the effective strategies. However, less attention has been given to such approach.

Keywords

mathematical language
PRISMA
Scopus
student
review

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Review Article

EURASIA J Math Sci Tech Ed, 2020, Volume 16, Issue 8, Article No: em1868

https://doi.org/10.29333/ejmste/8300

Publication date: 24 May 2020

Article Views: 3903

Article Downloads: 2586

Open Access References How to cite this article

References

Alkhateeb, M. A. (2019). The language used in the 8th grade mathematics textbook. EURASIA Journal of Mathematics, Science and Technology Education, 15(7), 1-13. https://doi.org/10.29333/ejmste/106111
Aydin, H. (2019). The effect of multiple intelligence(S) on academic success: A systematic review and meta-analysis. Eurasia Journal of Mathematics, Science and Technology Education, 15(12). https://doi.org/10.29333/ejmste/109008
Bakhtin, M. M. (1981). The dialogic imagination: Four essays. Austin, TX: University of Texas Press.
Barwell, R. (2015). Formal and informal mathematical discourses: Bakhtin and Vygotsky, dialogue and dialectic. Educational Studies in Mathematics, 92, 331-345. https://doi.org/10.1007/s10649-015-9641-z
Caniglia, J., Borgerding, L., & Meadows, M. (2017). Strengthening oral language skills in mathematics for english language learners through Desmos ® Technology. International Journal of Emerging Technologies in Learning, 12(5), 189-194. https://doi.org/10.3991/ijet.v12i05.6947
De Lozano, S. R., & Cardenas, M. (2002). Some learning problems concerning the use of symbolic language in physics. Science & Education, 11, 589-599.
Genç, Z., Masalimova, A. R., Platonova, R. I., Sizova, Z. M., & Popova, O. V. (2019). Analysis of documents published in scopus database on special education learning through mobile learning: A content analysis. International Journal of Emerging Technologies in Learning, 14(22), 192-203. https://doi.org/10.3991/ijet.v14i22.11732
Falagas, M. E., Pitsouni, E. I., Malietzis, G. A., & Pappas, G. (2008). Comparison of PubMed, Scopus, Web of Science, and Google Scholar: strengths and weaknesses. The FASEB Journal, 22(2), 338-342. https://doi.org/10.1096/fj.07-9492lsf
Firmender, J. M., Gavin, M. K., & Mccoach, D. B. (2014). Examining the relationship between teachers ‘ instructional practices and students’ mathematics achievement. Journal of Advanced Academics, 25(3), 214-236. https://doi.org/10.1177/1932202X14538032
Hornburg, B. C., Schmitt, S. A., & Purpura, D. J. (2018). Relations between preschoolers ‘ mathematical language understanding and specific numeracy skills. Journal of Experimental Child Psychology, 176, 84-100. https://doi.org/10.1016/j.jecp.2018.07.005
Jaafar, R. (2016). Writing-to-learn activities to provoke deeper learning in calculus. PRIMUS, 26(1), 1051-1970. https://doi.org/10.1080/10511970.2015.1053642
Karsenty, R., Arcavi, A., & Hadas, N. (2007). Exploring informal mathematical products of low achievers at the secondary school level. Journal of Mathematical Behavior, 26, 156-177. https://doi.org/10.1016/j.jmathb.2007.05.003
McGinn, K. N., & Booth. J. L. (2018). Precise mathematics communication: The use of formal and informal language. Sociedad Española de Pedagogía, 70(3), 165-184. https://doi.org/10.13042/Bordon.2018.62138
Medina Herrera, L., Castro Perez, J., & Juárez Ordonez, S. (2019). Developing spatial mathematical skills through 3D tools : Augmented reality , virtual environments and 3D printing. International Journal on Interactive Design and Manufacturing (IJIDeM), 13, 1385-1399. https://doi.org/10.1007/s12008-019-00595-2
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & the PRISMA Group. (2009). Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement (Reprinted from Annals of Internal Medicine). Physical Therapy, 89(9), 873-880. https://doi.org/10.1371/journal.pmed.1000097
Moore, R. C. (1994). Making the transition to formal proof*. Educational Studies in Mathematics, 27, 249-266.
O’ Brian, J. R. O., Nocon, H., & Sands, D. I. (2010). The use of dialogue and tools to develop students’ mathematical language and meta ‐ cognition. Teacher Development, 14(4), 447-466. https://doi.org/10.1080/13664530.2010.533487
Odabasi, M., Uzunboylu, H., Popova, O. V., Kosarenko, N. N., & Ishmuradova, I. I. (2019). Science education and mobile learning: A content analysis review of the web of science database. International Journal of Emerging Technologies in Learning, 14(22), 4-18. https://doi.org/10.3991/ijet.v14i22.11744
Ozcinar, Z., Zakirova, V. G., Kurbanov, R. A., & Belyalova, A. M. (2019). Analysis of the documents published in the web of science database on teachers’ gamification method: A content analysis. International Journal of Emerging Technologies in Learning, 14(22), 82-94. https://doi.org/10.3991/ijet.v14i22.11741
Piatek-Jimenez, K. (2010). Students’ interpretations of mathematical statements involving quantification. Mathematics Education Research Journal, 22(3), 41-56.
Pirie, S. (1991). Mathematical discussion: Incoherent exchanges or shared understandings? Language and Education, 5(4), 273-286. https://doi.org/10.1080/09500789109541315
Purpura, D. J., Napoli, A. R., Wehrspann, E. A., & Gold, Z. S. (2016). Causal connections between mathematical language and mathematical knowledge: A dialogic reading intervention. Journal of Research on Educational Effectiveness. https://doi.org/10.1080/19345747.2016.1204639
Rudd, L. C., Lambert, M. C., Satterwhite, M., & Zaier, A. (2008). Mathematical language in early childhood settings: What really counts? Early Childhood Education Journal, 36, 75-80. https://doi.org/10.1007/s10643-008-0246-3
Sanger, M., & Giddings, M. M. (2013). A simple approach to complexity theory. Journal of Social Work Education, 48(2), 369-376. https://doi.org/10.5175/JSWE.2012.201000025
Schmitt, S. A., Purpura, D. J., & Elicker, J. G. (2019). Predictive links among vocabulary, mathematical language, and executive functioning in preschoolers. Journal of Experimental Child Psychology, 180, 55-68. https://doi.org/10.1016/j.jecp.2018.12.005
Serder, M., & Jakobsson, A. (2016). Language games and meaning as used in student encounters with scientific literacy test items. Science Education, 100(2), 321-343. https://doi.org/10.1002/sce.21199
Simpson, A., & Cole, M. W. (2014). More than words: a literature review of language of mathematics research. Educational Review, 1-16. https://doi.org/10.1080/00131911.2014.971714
Van Jaarsveld, P. (2016). Making a case for exact language as an aspect of rigour in initial teacher education mathematics programmes. Perspectives in Education, 34(1), 150-166.
Van Jaarsveld, P. (2018). Juxtaposing Secondary Mathematics Procedural Routines and their Meta-narratives — Exploring the Vocabulary of Student Teachers. African Journal of Research in Mathematics, Science and Technology Education, 22(2), 209-220. https://doi.org/10.1080/18117295.2018.1480138
Voronina, M. V., Tretyakova, Z. O., Krivonozhkina, E. G., Buslaev, S. I., & Sidorenko, G. G. (2019). Augmented reality in teaching descriptive geometry, engineering and computer graphics-systematic review and results of the russian teachers’ experience. EURASIA Journal of Mathematics, Science and Technology Education, 15(12), 1-17. https://doi.org/10.29333/ejmste/113503
Walkington, C., Clinton, V., & Sparks, A. (2019). The effect of language modification of mathematics story problems on problem ‑ solving in online homework. In Instructional Science. https://doi.org/10.1007/s11251-019-09481-6
Warren, E. (2006). Comparative mathematical language in the elementary school: A longitudinal study. Educational Studies in Mathematics, 62, 169-189. https://doi.org/10.1007/s10649-006-4627-5
Zack, V. (1999). Everyday and Mathematical Language in Children’s Argumentation about Proof. Educational Review, 51(2), 37-41. https://doi.org/10.1080/00131919997579
Zinn, C. (2006). Supporting the formal verification of mathematical texts. Journal of Applied Logic, 4, 592-621. https://doi.org/10.1016/j.jal.2005.10.010

How to cite this article

APA

Mohamed, R., Ghazali, M., & Samsudin, M. A. (2020). A Systematic Review on Mathematical Language Learning Using PRISMA in Scopus Database. Eurasia Journal of Mathematics, Science and Technology Education, 16(8), em1868. https://doi.org/10.29333/ejmste/8300

Vancouver

Mohamed R, Ghazali M, Samsudin MA. A Systematic Review on Mathematical Language Learning Using PRISMA in Scopus Database. EURASIA J Math Sci Tech Ed. 2020;16(8):em1868. https://doi.org/10.29333/ejmste/8300

AMA

Mohamed R, Ghazali M, Samsudin MA. A Systematic Review on Mathematical Language Learning Using PRISMA in Scopus Database. EURASIA J Math Sci Tech Ed. 2020;16(8), em1868. https://doi.org/10.29333/ejmste/8300

Chicago

Mohamed, Rosmawati, Munirah Ghazali, and Mohd Ali Samsudin. "A Systematic Review on Mathematical Language Learning Using PRISMA in Scopus Database". Eurasia Journal of Mathematics, Science and Technology Education 2020 16 no. 8 (2020): em1868. https://doi.org/10.29333/ejmste/8300

Harvard

Mohamed, R., Ghazali, M., and Samsudin, M. A. (2020). A Systematic Review on Mathematical Language Learning Using PRISMA in Scopus Database. Eurasia Journal of Mathematics, Science and Technology Education, 16(8), em1868. https://doi.org/10.29333/ejmste/8300

MLA

Mohamed, Rosmawati et al. "A Systematic Review on Mathematical Language Learning Using PRISMA in Scopus Database". Eurasia Journal of Mathematics, Science and Technology Education, vol. 16, no. 8, 2020, em1868. https://doi.org/10.29333/ejmste/8300