Using Precise Mathematics Language to Engage Students in Mathematics Practices

Szczegóły
Abstrakt

Tytuł:: Using Precise Mathematics Language to Engage Students in Mathematics Practices
Autorzy:: Adams, Anne E.
Karunakaran, Monica Smith
Klosterman, Peter
Knott, Libby
Ely, Rob
Deskryptory:: Mathematics Instruction
Instructional Effectiveness
Classroom Communication
Classroom Techniques
Communication Strategies
Communication Skills
Language Usage
Grade 5
Mathematical Logic
Learner Engagement
Discussion (Teaching Technique)
Generalization
Protocol Materials
Classroom Observation Techniques
Fractions
Addition
Multiplication
Ambiguity (Semantics)
Język:: English
Źródło:: North American Chapter of the International Group for the Psychology of Mathematics Education. 2016 (pter).
Dostępność:: North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: ; Web site: http://www.pmena.org/
Recenzowane naukowo:: Y
Page Count:: 8
Data publikacji:: 2016
Sponsoring Agency:: National Science Foundation (NSF)
Contract Number:: DUE1050397
Typ dokumentu:: Speeches/Meeting Papers
Reports - Research
Education Level:: Grade 5
Abstractor:: As Provided
Liczba referencji:: 13
Data wpisu:: 2018
Numer akcesji:: ED583792
: Konferencja

Full Text from ERIC

This study examined discussions centered on precise mathematical language use in two fifth grade classrooms. Drawing on episodes from lessons in which teachers focused on encouraging mathematics reasoning, our analysis examines the relationship between precise language use and mathematical justifying. We present three classroom episodes that illustrate facets of the relationship between precise language use and mathematical argument, and explore how blurring the borders of two types of pedagogical tools (attention to precise mathematical language and engagement of students in justifying) promotes enculturation of students into mathematics. [For the complete proceedings, see ED583608.]

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