Writing in mathematics lessons in Sweden

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Writing in mathematics lessons in Sweden

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Publication Paper in proceeding
Title Writing in mathematics lessons in Sweden
Author(s) Segerby, Cecilia
Date 2015
Editor(s) Krainer, Konrad; Vondrová, Naďa
English abstract
Previous research has shown benefits for both the students and the teachers in letting students write in different ways in mathematics. Consequently, communicating their understanding is emphasised in the current Swedish curriculum. In this paper, Swedish students’ perceptions are examined of their writing during mathematics lessons and their assumptions about the purpose of keeping notes. The results come from a questionnaire answered by 136 randomly selected students in Years 3, 4 and 5 and show that writing is not extensively used during mathematics lessons with calculations being the dominant kind of writing. As well, half of the students considered their notes to be worthless.
Publisher Charles University in Prague, Faculty of Education
European Society for Research in Mathemathics Education (ERME)
Host/Issue Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education;
ISBN 978-80-7290-844-8
Pages 1490-1496
Language eng (iso)
Subject(s) mathematics education
primary school
Humanities/Social Sciences
Research Subject Categories::SOCIAL SCIENCES
Handle http://hdl.handle.net/2043/20834 (link to this page)
Link https://hal.archives-ouvertes.fr/hal-01287787/document (external link to related web page)

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