{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/95360"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/95360","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Conjunction is more than just a grammatical resource: a comparative study of conjunctions in U.S. and Chinese mathematics lessons","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 13 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 students in the Chinese sample had a higher probability of producing conjunctions than their U.S. peers in both internal conjunctions, which connect large chunks of information, and external conjunctions, which connect small chunks of information. Both in the Chinese and U.S. sample, students had a higher likelihood to produce external conjunctions than internal conjunctions. In terms of logical relationships of conjunctions, Chinese students had a higher probability of producing conjunctions of comparison, consequence, and time logical relationships than U.S. students. Within the Chinese sample, consequence logical relationships were more frequently seen than other types of logical relationships, while within the U.S. sample, consequence and addition logical relationships occurred quite often. More importantly, across lessons and cultural samples, a strong negative relationship was found between teachers’ using internal conjunctions and students’ using internal conjunctions. The significance of these differences lies in their potential impact not only for constructing but also communicating mathematical ideas to others.","abstract_html":"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 13 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 students in the Chinese sample had a higher probability of producing conjunctions than their U.S. peers in both internal conjunctions, which connect large chunks of information, and external conjunctions, which connect small chunks of information. Both in the Chinese and U.S. sample, students had a higher likelihood to produce external conjunctions than internal conjunctions. In terms of logical relationships of conjunctions, Chinese students had a higher probability of producing conjunctions of comparison, consequence, and time logical relationships than U.S. students. Within the Chinese sample, consequence logical relationships were more frequently seen than other types of logical relationships, while within the U.S. sample, consequence and addition logical relationships occurred quite often. More importantly, across lessons and cultural samples, a strong negative relationship was found between teachers’ using internal conjunctions and students’ using internal conjunctions. The significance of these differences lies in their potential impact not only for constructing but also communicating mathematical ideas to others.","abstract_has_math":false,"creators":["Wang, Shuai"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Educational Psychology","degree_department":null,"school":null,"contributors":["Perry, Michelle","González, Gloriana","Anderson, Carolyn","Chang, Hua-Hua"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-03-01T15:49:14Z","date_published":"2017-03-01T15:49:14Z","updated_at":"2026-07-22T22:26:37Z","subjects":["systemic functional linguistics","classroom discourse","conjunctions","Chinese and U.S. mathematics education","multi-level logistic regression"],"languages":["en"],"rights":["Copyright 2016 Shuai Wang"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/95360","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Perry, Michelle","González, Gloriana","Anderson, Carolyn","Chang, Hua-Hua"]},{"key":"dc:creator","label":"Author","values":["Wang, Shuai"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2017-03-01T15:49:14Z","2016-11-29","2016-12"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["systemic functional linguistics","classroom discourse","conjunctions","Chinese and U.S. mathematics education","multi-level logistic regression"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2016 Shuai Wang"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/95360"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["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 13 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 students in the Chinese sample had a higher probability of producing conjunctions than their U.S. peers in both internal conjunctions, which connect large chunks of information, and external conjunctions, which connect small chunks of information. Both in the Chinese and U.S. sample, students had a higher likelihood to produce external conjunctions than internal conjunctions. In terms of logical relationships of conjunctions, Chinese students had a higher probability of producing conjunctions of comparison, consequence, and time logical relationships than U.S. students. Within the Chinese sample, consequence logical relationships were more frequently seen than other types of logical relationships, while within the U.S. sample, consequence and addition logical relationships occurred quite often. More importantly, across lessons and cultural samples, a strong negative relationship was found between teachers’ using internal conjunctions and students’ using internal conjunctions. The significance of these differences lies in their potential impact not only for constructing but also communicating mathematical ideas to others.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2017-02-28 without embargo terms","The student, Shuai Wang, accepted the attached license on 2016-11-29 at 01:08.","The student, Shuai Wang, submitted this Dissertation for approval on 2016-11-29 at 01:26.","This Dissertation was approved for publication on 2016-11-29 at 11:57.","DSpace SAF Submission Ingestion Package generated from Vireo submission #10345 on 2017-02-28 at 14:54:31","Made available in DSpace on 2017-03-01T15:49:14Z (GMT). No. of bitstreams: 3 WANG-DISSERTATION-2016.pdf: 890274 bytes, checksum: 4841468b2a6f49547af44c7a78fa32a0 (MD5) LICENSE.txt: 4207 bytes, checksum: 2fa752445c1051973d38efe856ed9bdc (MD5) PROQUEST_LICENSE.txt: 4553 bytes, checksum: a12eaefdee13da018c7cc6a3e88a3f80 (MD5) Previous issue date: 2016-11-29"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Conjunction is more than just a grammatical resource: a comparative study of conjunctions in U.S. and Chinese mathematics lessons"]}]}],"canonical_facts":{"dc:contributor":["Perry, Michelle","González, Gloriana","Anderson, Carolyn","Chang, Hua-Hua"],"dc:creator":["Wang, Shuai"],"dc:date":["2017-03-01T15:49:14Z","2016-11-29","2016-12"],"dc:description":["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 13 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 students in the Chinese sample had a higher probability of producing conjunctions than their U.S. peers in both internal conjunctions, which connect large chunks of information, and external conjunctions, which connect small chunks of information. Both in the Chinese and U.S. sample, students had a higher likelihood to produce external conjunctions than internal conjunctions. In terms of logical relationships of conjunctions, Chinese students had a higher probability of producing conjunctions of comparison, consequence, and time logical relationships than U.S. students. Within the Chinese sample, consequence logical relationships were more frequently seen than other types of logical relationships, while within the U.S. sample, consequence and addition logical relationships occurred quite often. More importantly, across lessons and cultural samples, a strong negative relationship was found between teachers’ using internal conjunctions and students’ using internal conjunctions. The significance of these differences lies in their potential impact not only for constructing but also communicating mathematical ideas to others.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2017-02-28 without embargo terms","The student, Shuai Wang, accepted the attached license on 2016-11-29 at 01:08.","The student, Shuai Wang, submitted this Dissertation for approval on 2016-11-29 at 01:26.","This Dissertation was approved for publication on 2016-11-29 at 11:57.","DSpace SAF Submission Ingestion Package generated from Vireo submission #10345 on 2017-02-28 at 14:54:31","Made available in DSpace on 2017-03-01T15:49:14Z (GMT). No. of bitstreams: 3 WANG-DISSERTATION-2016.pdf: 890274 bytes, checksum: 4841468b2a6f49547af44c7a78fa32a0 (MD5) LICENSE.txt: 4207 bytes, checksum: 2fa752445c1051973d38efe856ed9bdc (MD5) PROQUEST_LICENSE.txt: 4553 bytes, checksum: a12eaefdee13da018c7cc6a3e88a3f80 (MD5) Previous issue date: 2016-11-29"],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/95360"],"dc:language":["en"],"dc:rights":["Copyright 2016 Shuai Wang"],"dc:subject":["systemic functional linguistics","classroom discourse","conjunctions","Chinese and U.S. mathematics education","multi-level logistic regression"],"dc:title":["Conjunction is more than just a grammatical resource: a comparative study of conjunctions in U.S. and Chinese mathematics lessons"],"dc:type":["text"],"thesis:degree_discipline":["Educational Psychology"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:37Z"}