ABSTRACT Tackling mathematics tasks often involves reading and interpreting different semiotic resources such as natural language (words), mathematical notation, and images. This study aims to enhance knowledge of how meaning relations, in the form of “cohesive ties” between and within different semiotic resources, are related to how difficult it is to read and solve mathematics tasks. Using 133 tasks from PISA mathematics tests and 354 tasks from the annual Swedish National Test in mathematics, statistical analyses found relations between the presence of different types of cohesive ties and measures of how difficult the tasks were to read and solve. The results reveal a difficulty aspect related to the extent to which a task has cohesive ties, of any kind, and that non-mathematics-specific reading demand is not part of this difficulty aspect. An implication is that mathematics teaching should also focus on the identification of cohesive relations in the text of tasks.

中文翻译：

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数学任务中符号资源的关系：学生困难的根源

摘要 处理数学任务通常涉及阅读和解释不同的符号资源，例如自然语言（单词）、数学符号和图像。本研究旨在增强对不同符号资源之间和内部的“内聚联系”形式的意义关系如何与阅读和解决数学任务的难度有关的知识。使用来自 PISA 数学测试的 133 项任务和来自年度瑞典国家数学测试的 354 项任务，统计分析发现了不同类型的凝聚力的存在与任务阅读和解决难度的衡量标准之间的关系。结果揭示了一个与任务具有任何类型的凝聚力的程度相关的困难方面，并且非数学特定的阅读需求不是这个困难方面的一部分。