To go beyond the CCSS, we categoriz

To go beyond the CCSS, we categorized mathematics-vocabulary terms accord- ing to the four categories (i.e., technical, subtechnical, symbolic, general) described by Monroe and Panchyshyn (1995). Overall, general terms were easiest for students, with students correctly identifying general terms more than 90% of the time. Accu- racy of subtechnical terms was 56%, followed by technical terms at less than 45%. To learn more about the intricacies of subtechnical terms (i.e., terms with dual mean- ings), we also categorized the 64 mathematics-vocabulary terms according to the 11 difficulty categories of Rubenstein and Thompson (2002). Of the terms with dual meanings, students correctly answered terms with two mathematical meanings ap- proximately 75% of the time, and terms with shared meaning across mathematics and English were correctly interpreted in approximately 60% of cases. For terms with distinct meanings in mathematics and English, the performance was approx- imately 57%, and 47% of the time, students correctly answered terms with a math- ematics meaning and a meaning in another content area. We were surprised that students demonstrated the most success with terms with two mathematical mean- ings, but on closer examination, four of the six terms that fell into this category also fell into other dual-meaning categories. For example, quarter has multiple mathe- matical meanings (i.e., a coin, one fourth of a fraction, 15 minutes past an hour), but it is also a general definition related to living spaces. Another example is cube, with two mathematical meanings (i.e., solid figure and a power of three) and a meaning in general language (i.e., ice cube, Rubik’s cube). With the majority of mathematics- vocabulary terms at first grade having two, three, or four distinct meanings, it was predictable that student performance would be variable on these terms.

結果 (繁體中文) 1:

超越社會保障機構，我們分為數學，詞彙術語accord-荷蘭國際集團的四大類（即技術，subtechnical，象徵性的，一般）由夢露和Panchyshyn（1995）。總體而言，總體而言是最容易為學生，與學生正確識別籠統超過90％的時間。subtechnical方面的Accu-情趣為56％，其次是技術術語在小於45％。要了解更多關於subtechnical條款的複雜性（即與雙英格斯均值計算），我們還可以根據Rubenstein和湯普森（2002年）的11個類別的難度分為64個數學詞彙方面。與雙含義的術語，學生回答正確的術語有兩個含義數學的AP-時間近因75％，和與整個數學和英語共享含義的術語進行了的情況下的大約60％正確地解釋。對於數學和英語不同的含義而言，表現得approx- imately 57％，並且時間47％，學生回答正確了數學意義，而在另一個內容區域中的含義的術語。我們感到驚訝的是學生們演示了方面最成功的兩個數學均值英格斯，但仔細檢查，即屬於這一類的六個學期四也陷入其他雙義類。例如，季度有多個mathe- matical含義（即，硬幣，四分之一的一小部分的15分鐘過去一小時），但它也關係到生活空間的一般定義。另一個例子是立方體，有兩個含義數學（即，立體圖形和三個的功率）和一般的語言（如冰塊，魔方）的含義。具有兩個，三個或四個不同的含義，在一年級廣大mathematics-詞彙術語中，這是可以預見的是學生的成績將是可變的這些條件。

結果 (繁體中文) 2:

Because when we rest enough, we will krachum rejuvenation cool down and don't fret.

結果 (繁體中文) 3:

為了超越CCSS，我們根據Monroe和Panchyshyn（1995）所描述的四個類別（即科技、亞科技、符號、一般）對數學詞彙進行了分類。總的來說，一般術語對學生來說最簡單，90%以上的時間學生都能正確識別一般術語。亞科技術語的準確率為56%，其次是科技術語，低於45%。為了進一步了解亞科技術語（即具有雙重平均值的術語）的複雜性，我們還根據Rubenstein和Thompson（2002）的11個困難類別對64個數學詞彙進行了分類。在具有雙重含義的術語中，75%的學生正確地回答了具有兩種數學意義的術語，在大約60%的案例中，正確地解釋了具有數學和英語共同含義的術語。對於在數學和英語中具有不同含義的術語，其表現大約為57%，47%的時間裏，學生正確地回答了具有數學意義和另一個內容領域意義的術語。令我們驚訝的是，學生們用兩個數學平均數的詞彙表現得最為成功，但經過仔細研究，這六個屬於這一範疇的詞彙中，有四個也屬於其他雙重意義範疇。例如，四分之一有多種數學意義（即硬幣、四分之一的分數、每小時15分鐘），但它也是一個與居住空間相關的一般定義。另一個例子是立方體，有兩個數學意義（即立體圖形和三次方幂）和一般語言意義（即冰塊、魔方）。由於大多數一年級的數學詞彙都有兩個、三個或四個不同的含義，可以預見學生在這些術語上的表現會有所不同。