An analysis of communication chain inhearing impaired students' learning mathematics

从学生思维延续的角度，将数学学习中的沟通链分为四种类型：协调链、共振链、超越链和涌现链。一个坐标链由一个消息链组成，该消息链基于通过共享代码操作进行预测的可能性。坐标链是最基本的形式。共振链是基于接收者的推理，通过补充遗漏的信息而结束的通信链。在共振链中，理解信息所需的知识通过关联认知被记忆。一些存储的知识片段通过相互连接而构成一个认知结构体。当接受者补充的信息超出发送者的意图时，就会发生超越链。第一说话人的认知被第二说话人超越，第一说话人的认知作为反馈给第一说话人带来新的数学知识的重构。在一个涌现的交流链中，参与交流的学生都没有的想法出现了。当发送者传递的信息刺激了接收者，接收者的知识被发现新的组合时，就给发送者和接收者都带来了新的想法。

A chain of communication in learning mathematics is divided into four types ; a coordinate chain, a resonant chain, a transcendent chain, and an emergent chain, from the viewpoint of continuation of thoughts among students. A coordinate chain consists of a chain of message which is based on the possibility of prediction by sharing the code operation. A coordinate chain is the most basic form. A resonant chain is a chain of communication to be concluded by supplementing the omitted information based on the reasoning of receiver. In the resonant chain, knowledge needed for the interpretation of message is remembered by the cognition of relevance. Some pieces of stored knowledge are constituted into the one body of cognitive structure by connecting each other. When the information supplemented by receiver is beyond the intention of sender, a transcendent chain happens. The first speaker's recognition which he/she is transcended by the second speaker functions as feedback to bring re-construction of new mathematical knowledge to the first speaker. In an emergent chain of communication, the idea that neither of students participating in the communication did not have is emerged. When the message which sender transmitted stimulates receiver, and the new combination of receiver's knowledge is found, a new idea is brought for both of sender and receiver.