The Application of the Combination of Number and Shape in the Process of Mathematics Learning

  • Jinyi Yan
  • Jingyao Zheng
Keywords: Number and Shape Combination, Mathematical Problem, Linear Programming


The mathematical idea of ​​combining numbers and shapes is an indispensable part of mathematics learning process. It is widely used and has certain difficulties in the process of application. Therefore, in the process of learning, we should properly classify and summarize. In this regard, in this paper, the mathematical combination ideas are introduced and summarized in the aspects of equations and inequalities, analytic geometry and linear programming.


Download data is not yet available.


Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491.

Bassler, O., Beers, M., & Richardson, L. (1975). Comparison of two instructional strategies for teaching the solution of verbal problems. Journal for Research in Mathematics Education, 6(3), 170-177.

Cooper, B. & Harries, T. (2002). Children’s responses to contrasting ‘realistic’ mathematics problems: Just how realistic are children ready to be?. Educational Studies in Mathematics, 49(1), 1-23.

Kramarski, B. (2004). Making sense of graphs: Does meta cognitive instruction make a difference on students’ mathematical conceptions and alternative conceptions?. Learning and Instruction, 14, 593-619.

Van Dooren, W., De Bock, D., Janssens, D., & Verschaffel, L. (2007). Pupils’ over-reliance on linearity: A scholastic effect?. British Journal of Educational Psychology, 77(2), 307-321.

Watson, A. & De Geest, E. (2005). Principled teaching for deep progress: improving mathematical learning beyond methods and materials. Educational Studies in Mathematics, 58(2), 209-234.

Sweller, J. & Leung-Martin, L. (1997) Learning from equations or words. Instructional Science, 25(1), 37-70.

How to Cite
Jinyi Yan, & Jingyao Zheng. (2019). The Application of the Combination of Number and Shape in the Process of Mathematics Learning. International Journal of Engineering and Management Research, 9(3), 38-39.