Supporting mathematical reasoning through reading and writing in mathematics : making the implicit explicit

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Supporting mathematical reasoning through reading and writing in mathematics : making the implicit explicit

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Publication Doctoral Thesis
Title Supporting mathematical reasoning through reading and writing in mathematics : making the implicit explicit
Author Segerby, Cecilia
Date 2017
English abstract
In school mathematics, mathematical reasoning with an emphasis on language is considered an important competence. A student’s competence to reason in mathematics requires specific reading and writing skills, but suitable activities to support these skills are difficult to find. In this thesis, an Educational Design Research study has been conducted to support Grade 4 students’ reasoning competence when reading and writing texts in school mathematics. During a 15-week period, the reading comprehension strategies of prediction, clarification, questioning and summarization found in Palinscar and Brown’s Reciprocal Teaching model were implemented. To analyse what unfolded in the classroom and what comprised the everyday teaching and learning activities as well as what needed to change, a conceptual framework of coordinating theories and concepts from the Reciprocal Teaching model and Systematic Functional Linguistics was applied. The results from the intervention show that all four reading comprehension strategies in the Reciprocal Teaching model were essential, and the combination of them facilitated a change in the students’ mathematical reasoning. However, the strategies needed to be modified for school mathematics, and the teacher’s method of scaffolding became essential for further developing the students’ reasoning competence.
DOI https://doi.org/10.24834/2043/21479 (link to publisher's fulltext.)
Publisher Malmö högskola
Series/Issue Malmö Studies in Educational Sciences;79
ISSN 1651-4513
ISBN 9789171047434
9789171047427
Pages 156
Language eng (iso)
Subject Educational Design Research
Grade 4
Mathematic reasoning
Reading
Reciprocal Teaching Model
Systemic Functional Linguistic
Writing
Humanities/Social Sciences
Research Subject Categories::MATHEMATICS
Included papers
  1. I. Segerby, C. (2016). Writing in mathematics lessons in Sweden. Proceedings of the ninth Congress of the European Society for Research in Mathematics Education, pp. 1490-1496. Prague: Czech Republic. Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. Available from: https://hal. archives-ouvertes.fr/hal-01287787/document

  2. II. Ebbelind, A., & Segerby, C. (2015). Systemic Functional Linguistics as a Methodological Tool in Mathematics Education. Nordic Studies in Mathematics Education, 20(1), 33-54.

  3. III. Segerby, C. (2014). Reading strategies in mathematics: A Swedish example. In S. Pope (Ed.) Proceeding at BSLRM conference in Nottingham (pp. 311-318). Nottingham: British Society for Research into Learning Mathematics. Available from https://bsrlm.org.uk/ BCME8/BCME8-Full.pdf

  4. IV. Segerby, C. (submitted). Four Grade students’ comprehension strategies for reasoning when reading their mathematics textbook

  5. V. Segerby, C., & Chronaki, A. (submitted). Primary students’ participation in reasoning as part of school mathematical practices: Coordinating reciprocal teaching and systemic functional linguistics to support and interpret reasoning as language-use in the Swedish school.

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