How young students communicate their mathematical problem solving in writing
This study investigates young students' writing in connection to mathematical problem solving. Students' written communication has traditionally been used by mathematics teachers in the assessment of students' mathematical knowledge. This study rests on the notion that this writing re...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Teledahl, Anna [verfasserIn] |
|---|
| Format: |
Artikel |
|---|---|
| Sprache: |
Englisch |
| Erschienen: |
2017 |
|---|
| Rechteinformationen: |
Nutzungsrecht: © 2016 Informa UK Limited, trading as Taylor & Francis Group 2016 |
|---|
| Schlagwörter: |
|---|
| Übergeordnetes Werk: |
Enthalten in: International journal of mathematical education in science and technology - London [u.a.] : Taylor & Francis, 1970, 48(2017), 4, Seite 555 |
|---|---|
| Übergeordnetes Werk: |
volume:48 ; year:2017 ; number:4 ; pages:555 |
| Links: |
|---|
| DOI / URN: |
10.1080/0020739X.2016.1256447 |
|---|
| Katalog-ID: |
OLC199416932X |
|---|
| LEADER | 01000caa a2200265 4500 | ||
|---|---|---|---|
| 001 | OLC199416932X | ||
| 003 | DE-627 | ||
| 005 | 20220217052446.0 | ||
| 007 | tu | ||
| 008 | 170721s2017 xx ||||| 00| ||eng c | ||
| 024 | 7 | |a 10.1080/0020739X.2016.1256447 |2 doi | |
| 028 | 5 | 2 | |a PQ20170901 |
| 035 | |a (DE-627)OLC199416932X | ||
| 035 | |a (DE-599)GBVOLC199416932X | ||
| 035 | |a (PRQ)i1082-ae750cb8de9f280bbb2bce8e361662b212bff7cce41c0097d8db984d8c52e4ec0 | ||
| 035 | |a (KEY)0022707220170000048000400555howyoungstudentscommunicatetheirmathematicalproble | ||
| 040 | |a DE-627 |b ger |c DE-627 |e rakwb | ||
| 041 | |a eng | ||
| 082 | 0 | 4 | |a 370 |a 510 |q DNB |
| 100 | 1 | |a Teledahl, Anna |e verfasserin |4 aut | |
| 245 | 1 | 0 | |a How young students communicate their mathematical problem solving in writing |
| 264 | 1 | |c 2017 | |
| 336 | |a Text |b txt |2 rdacontent | ||
| 337 | |a ohne Hilfsmittel zu benutzen |b n |2 rdamedia | ||
| 338 | |a Band |b nc |2 rdacarrier | ||
| 520 | |a This study investigates young students' writing in connection to mathematical problem solving. Students' written communication has traditionally been used by mathematics teachers in the assessment of students' mathematical knowledge. This study rests on the notion that this writing represents a particular activity which requires a complex set of resources. In order to help students develop their writing, teachers need to have a thorough knowledge of mathematical writing and its distinctive features. The study aims to add to the body of knowledge about writing in school mathematics by investigating young students' mathematical writing from a communicational, rather than mathematical, perspective. A basic inventory of the communicational choices, that are identifiable across a sample of 519 mathematical texts, produced by 9-12 year old students, is created. The texts have been analysed with multimodal discourse analysis, and the findings suggest diversity in students' use of images, words, numerals, symbols and layout to organize their texts and to represent their problem-solving process along with an answer to the problem. The inventory and the indication that students have different ideas on how, what, for whom and why they should be writing, can be used by teachers to initiate discussions of what may constitute good communication. | ||
| 540 | |a Nutzungsrecht: © 2016 Informa UK Limited, trading as Taylor & Francis Group 2016 | ||
| 650 | 4 | |a students | |
| 650 | 4 | |a problem solving | |
| 650 | 4 | |a communication | |
| 650 | 4 | |a Mathematics | |
| 650 | 4 | |a Communication | |
| 650 | 4 | |a Problem solving | |
| 650 | 4 | |a Studies | |
| 650 | 4 | |a Mathematical problems | |
| 650 | 4 | |a Student writing | |
| 773 | 0 | 8 | |i Enthalten in |t International journal of mathematical education in science and technology |d London [u.a.] : Taylor & Francis, 1970 |g 48(2017), 4, Seite 555 |w (DE-627)129975443 |w (DE-600)411130-8 |w (DE-576)015537900 |x 0020-739X |7 nnns |
| 773 | 1 | 8 | |g volume:48 |g year:2017 |g number:4 |g pages:555 |
| 856 | 4 | 1 | |u http://dx.doi.org/10.1080/0020739X.2016.1256447 |3 Volltext |
| 856 | 4 | 2 | |u http://www.tandfonline.com/doi/abs/10.1080/0020739X.2016.1256447 |
| 856 | 4 | 2 | |u https://search.proquest.com/docview/1876471516 |
| 912 | |a GBV_USEFLAG_A | ||
| 912 | |a SYSFLAG_A | ||
| 912 | |a GBV_OLC | ||
| 912 | |a SSG-OLC-MAT | ||
| 912 | |a SSG-OPC-MAT | ||
| 951 | |a AR | ||
| 952 | |d 48 |j 2017 |e 4 |h 555 | ||
| author_variant |
a t at |
|---|---|
| matchkey_str |
article:0020739X:2017----::oyugtdnsomnctterahmtclrb |
| hierarchy_sort_str |
2017 |
| publishDate |
2017 |
| allfields |
10.1080/0020739X.2016.1256447 doi PQ20170901 (DE-627)OLC199416932X (DE-599)GBVOLC199416932X (PRQ)i1082-ae750cb8de9f280bbb2bce8e361662b212bff7cce41c0097d8db984d8c52e4ec0 (KEY)0022707220170000048000400555howyoungstudentscommunicatetheirmathematicalproble DE-627 ger DE-627 rakwb eng 370 510 DNB Teledahl, Anna verfasserin aut How young students communicate their mathematical problem solving in writing 2017 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier This study investigates young students' writing in connection to mathematical problem solving. Students' written communication has traditionally been used by mathematics teachers in the assessment of students' mathematical knowledge. This study rests on the notion that this writing represents a particular activity which requires a complex set of resources. In order to help students develop their writing, teachers need to have a thorough knowledge of mathematical writing and its distinctive features. The study aims to add to the body of knowledge about writing in school mathematics by investigating young students' mathematical writing from a communicational, rather than mathematical, perspective. A basic inventory of the communicational choices, that are identifiable across a sample of 519 mathematical texts, produced by 9-12 year old students, is created. The texts have been analysed with multimodal discourse analysis, and the findings suggest diversity in students' use of images, words, numerals, symbols and layout to organize their texts and to represent their problem-solving process along with an answer to the problem. The inventory and the indication that students have different ideas on how, what, for whom and why they should be writing, can be used by teachers to initiate discussions of what may constitute good communication. Nutzungsrecht: © 2016 Informa UK Limited, trading as Taylor & Francis Group 2016 students problem solving communication Mathematics Communication Problem solving Studies Mathematical problems Student writing Enthalten in International journal of mathematical education in science and technology London [u.a.] : Taylor & Francis, 1970 48(2017), 4, Seite 555 (DE-627)129975443 (DE-600)411130-8 (DE-576)015537900 0020-739X nnns volume:48 year:2017 number:4 pages:555 http://dx.doi.org/10.1080/0020739X.2016.1256447 Volltext http://www.tandfonline.com/doi/abs/10.1080/0020739X.2016.1256447 https://search.proquest.com/docview/1876471516 GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-MAT SSG-OPC-MAT AR 48 2017 4 555 |
| spelling |
10.1080/0020739X.2016.1256447 doi PQ20170901 (DE-627)OLC199416932X (DE-599)GBVOLC199416932X (PRQ)i1082-ae750cb8de9f280bbb2bce8e361662b212bff7cce41c0097d8db984d8c52e4ec0 (KEY)0022707220170000048000400555howyoungstudentscommunicatetheirmathematicalproble DE-627 ger DE-627 rakwb eng 370 510 DNB Teledahl, Anna verfasserin aut How young students communicate their mathematical problem solving in writing 2017 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier This study investigates young students' writing in connection to mathematical problem solving. Students' written communication has traditionally been used by mathematics teachers in the assessment of students' mathematical knowledge. This study rests on the notion that this writing represents a particular activity which requires a complex set of resources. In order to help students develop their writing, teachers need to have a thorough knowledge of mathematical writing and its distinctive features. The study aims to add to the body of knowledge about writing in school mathematics by investigating young students' mathematical writing from a communicational, rather than mathematical, perspective. A basic inventory of the communicational choices, that are identifiable across a sample of 519 mathematical texts, produced by 9-12 year old students, is created. The texts have been analysed with multimodal discourse analysis, and the findings suggest diversity in students' use of images, words, numerals, symbols and layout to organize their texts and to represent their problem-solving process along with an answer to the problem. The inventory and the indication that students have different ideas on how, what, for whom and why they should be writing, can be used by teachers to initiate discussions of what may constitute good communication. Nutzungsrecht: © 2016 Informa UK Limited, trading as Taylor & Francis Group 2016 students problem solving communication Mathematics Communication Problem solving Studies Mathematical problems Student writing Enthalten in International journal of mathematical education in science and technology London [u.a.] : Taylor & Francis, 1970 48(2017), 4, Seite 555 (DE-627)129975443 (DE-600)411130-8 (DE-576)015537900 0020-739X nnns volume:48 year:2017 number:4 pages:555 http://dx.doi.org/10.1080/0020739X.2016.1256447 Volltext http://www.tandfonline.com/doi/abs/10.1080/0020739X.2016.1256447 https://search.proquest.com/docview/1876471516 GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-MAT SSG-OPC-MAT AR 48 2017 4 555 |
| allfields_unstemmed |
10.1080/0020739X.2016.1256447 doi PQ20170901 (DE-627)OLC199416932X (DE-599)GBVOLC199416932X (PRQ)i1082-ae750cb8de9f280bbb2bce8e361662b212bff7cce41c0097d8db984d8c52e4ec0 (KEY)0022707220170000048000400555howyoungstudentscommunicatetheirmathematicalproble DE-627 ger DE-627 rakwb eng 370 510 DNB Teledahl, Anna verfasserin aut How young students communicate their mathematical problem solving in writing 2017 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier This study investigates young students' writing in connection to mathematical problem solving. Students' written communication has traditionally been used by mathematics teachers in the assessment of students' mathematical knowledge. This study rests on the notion that this writing represents a particular activity which requires a complex set of resources. In order to help students develop their writing, teachers need to have a thorough knowledge of mathematical writing and its distinctive features. The study aims to add to the body of knowledge about writing in school mathematics by investigating young students' mathematical writing from a communicational, rather than mathematical, perspective. A basic inventory of the communicational choices, that are identifiable across a sample of 519 mathematical texts, produced by 9-12 year old students, is created. The texts have been analysed with multimodal discourse analysis, and the findings suggest diversity in students' use of images, words, numerals, symbols and layout to organize their texts and to represent their problem-solving process along with an answer to the problem. The inventory and the indication that students have different ideas on how, what, for whom and why they should be writing, can be used by teachers to initiate discussions of what may constitute good communication. Nutzungsrecht: © 2016 Informa UK Limited, trading as Taylor & Francis Group 2016 students problem solving communication Mathematics Communication Problem solving Studies Mathematical problems Student writing Enthalten in International journal of mathematical education in science and technology London [u.a.] : Taylor & Francis, 1970 48(2017), 4, Seite 555 (DE-627)129975443 (DE-600)411130-8 (DE-576)015537900 0020-739X nnns volume:48 year:2017 number:4 pages:555 http://dx.doi.org/10.1080/0020739X.2016.1256447 Volltext http://www.tandfonline.com/doi/abs/10.1080/0020739X.2016.1256447 https://search.proquest.com/docview/1876471516 GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-MAT SSG-OPC-MAT AR 48 2017 4 555 |
| allfieldsGer |
10.1080/0020739X.2016.1256447 doi PQ20170901 (DE-627)OLC199416932X (DE-599)GBVOLC199416932X (PRQ)i1082-ae750cb8de9f280bbb2bce8e361662b212bff7cce41c0097d8db984d8c52e4ec0 (KEY)0022707220170000048000400555howyoungstudentscommunicatetheirmathematicalproble DE-627 ger DE-627 rakwb eng 370 510 DNB Teledahl, Anna verfasserin aut How young students communicate their mathematical problem solving in writing 2017 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier This study investigates young students' writing in connection to mathematical problem solving. Students' written communication has traditionally been used by mathematics teachers in the assessment of students' mathematical knowledge. This study rests on the notion that this writing represents a particular activity which requires a complex set of resources. In order to help students develop their writing, teachers need to have a thorough knowledge of mathematical writing and its distinctive features. The study aims to add to the body of knowledge about writing in school mathematics by investigating young students' mathematical writing from a communicational, rather than mathematical, perspective. A basic inventory of the communicational choices, that are identifiable across a sample of 519 mathematical texts, produced by 9-12 year old students, is created. The texts have been analysed with multimodal discourse analysis, and the findings suggest diversity in students' use of images, words, numerals, symbols and layout to organize their texts and to represent their problem-solving process along with an answer to the problem. The inventory and the indication that students have different ideas on how, what, for whom and why they should be writing, can be used by teachers to initiate discussions of what may constitute good communication. Nutzungsrecht: © 2016 Informa UK Limited, trading as Taylor & Francis Group 2016 students problem solving communication Mathematics Communication Problem solving Studies Mathematical problems Student writing Enthalten in International journal of mathematical education in science and technology London [u.a.] : Taylor & Francis, 1970 48(2017), 4, Seite 555 (DE-627)129975443 (DE-600)411130-8 (DE-576)015537900 0020-739X nnns volume:48 year:2017 number:4 pages:555 http://dx.doi.org/10.1080/0020739X.2016.1256447 Volltext http://www.tandfonline.com/doi/abs/10.1080/0020739X.2016.1256447 https://search.proquest.com/docview/1876471516 GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-MAT SSG-OPC-MAT AR 48 2017 4 555 |
| allfieldsSound |
10.1080/0020739X.2016.1256447 doi PQ20170901 (DE-627)OLC199416932X (DE-599)GBVOLC199416932X (PRQ)i1082-ae750cb8de9f280bbb2bce8e361662b212bff7cce41c0097d8db984d8c52e4ec0 (KEY)0022707220170000048000400555howyoungstudentscommunicatetheirmathematicalproble DE-627 ger DE-627 rakwb eng 370 510 DNB Teledahl, Anna verfasserin aut How young students communicate their mathematical problem solving in writing 2017 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier This study investigates young students' writing in connection to mathematical problem solving. Students' written communication has traditionally been used by mathematics teachers in the assessment of students' mathematical knowledge. This study rests on the notion that this writing represents a particular activity which requires a complex set of resources. In order to help students develop their writing, teachers need to have a thorough knowledge of mathematical writing and its distinctive features. The study aims to add to the body of knowledge about writing in school mathematics by investigating young students' mathematical writing from a communicational, rather than mathematical, perspective. A basic inventory of the communicational choices, that are identifiable across a sample of 519 mathematical texts, produced by 9-12 year old students, is created. The texts have been analysed with multimodal discourse analysis, and the findings suggest diversity in students' use of images, words, numerals, symbols and layout to organize their texts and to represent their problem-solving process along with an answer to the problem. The inventory and the indication that students have different ideas on how, what, for whom and why they should be writing, can be used by teachers to initiate discussions of what may constitute good communication. Nutzungsrecht: © 2016 Informa UK Limited, trading as Taylor & Francis Group 2016 students problem solving communication Mathematics Communication Problem solving Studies Mathematical problems Student writing Enthalten in International journal of mathematical education in science and technology London [u.a.] : Taylor & Francis, 1970 48(2017), 4, Seite 555 (DE-627)129975443 (DE-600)411130-8 (DE-576)015537900 0020-739X nnns volume:48 year:2017 number:4 pages:555 http://dx.doi.org/10.1080/0020739X.2016.1256447 Volltext http://www.tandfonline.com/doi/abs/10.1080/0020739X.2016.1256447 https://search.proquest.com/docview/1876471516 GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-MAT SSG-OPC-MAT AR 48 2017 4 555 |
| language |
English |
| source |
Enthalten in International journal of mathematical education in science and technology 48(2017), 4, Seite 555 volume:48 year:2017 number:4 pages:555 |
| sourceStr |
Enthalten in International journal of mathematical education in science and technology 48(2017), 4, Seite 555 volume:48 year:2017 number:4 pages:555 |
| format_phy_str_mv |
Article |
| institution |
findex.gbv.de |
| topic_facet |
students problem solving communication Mathematics Communication Problem solving Studies Mathematical problems Student writing |
| dewey-raw |
370 |
| isfreeaccess_bool |
false |
| container_title |
International journal of mathematical education in science and technology |
| authorswithroles_txt_mv |
Teledahl, Anna @@aut@@ |
| publishDateDaySort_date |
2017-01-01T00:00:00Z |
| hierarchy_top_id |
129975443 |
| dewey-sort |
3370 |
| id |
OLC199416932X |
| language_de |
englisch |
| fullrecord |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a2200265 4500</leader><controlfield tag="001">OLC199416932X</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20220217052446.0</controlfield><controlfield tag="007">tu</controlfield><controlfield tag="008">170721s2017 xx ||||| 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1080/0020739X.2016.1256447</subfield><subfield code="2">doi</subfield></datafield><datafield tag="028" ind1="5" ind2="2"><subfield code="a">PQ20170901</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)OLC199416932X</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)GBVOLC199416932X</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(PRQ)i1082-ae750cb8de9f280bbb2bce8e361662b212bff7cce41c0097d8db984d8c52e4ec0</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(KEY)0022707220170000048000400555howyoungstudentscommunicatetheirmathematicalproble</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">370</subfield><subfield code="a">510</subfield><subfield code="q">DNB</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Teledahl, Anna</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">How young students communicate their mathematical problem solving in writing</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2017</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">ohne Hilfsmittel zu benutzen</subfield><subfield code="b">n</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Band</subfield><subfield code="b">nc</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">This study investigates young students' writing in connection to mathematical problem solving. Students' written communication has traditionally been used by mathematics teachers in the assessment of students' mathematical knowledge. This study rests on the notion that this writing represents a particular activity which requires a complex set of resources. In order to help students develop their writing, teachers need to have a thorough knowledge of mathematical writing and its distinctive features. The study aims to add to the body of knowledge about writing in school mathematics by investigating young students' mathematical writing from a communicational, rather than mathematical, perspective. A basic inventory of the communicational choices, that are identifiable across a sample of 519 mathematical texts, produced by 9-12 year old students, is created. The texts have been analysed with multimodal discourse analysis, and the findings suggest diversity in students' use of images, words, numerals, symbols and layout to organize their texts and to represent their problem-solving process along with an answer to the problem. The inventory and the indication that students have different ideas on how, what, for whom and why they should be writing, can be used by teachers to initiate discussions of what may constitute good communication.</subfield></datafield><datafield tag="540" ind1=" " ind2=" "><subfield code="a">Nutzungsrecht: © 2016 Informa UK Limited, trading as Taylor & Francis Group 2016</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">students</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">problem solving</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">communication</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Mathematics</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Communication</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Problem solving</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Studies</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Mathematical problems</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Student writing</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="t">International journal of mathematical education in science and technology</subfield><subfield code="d">London [u.a.] : Taylor & Francis, 1970</subfield><subfield code="g">48(2017), 4, Seite 555</subfield><subfield code="w">(DE-627)129975443</subfield><subfield code="w">(DE-600)411130-8</subfield><subfield code="w">(DE-576)015537900</subfield><subfield code="x">0020-739X</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:48</subfield><subfield code="g">year:2017</subfield><subfield code="g">number:4</subfield><subfield code="g">pages:555</subfield></datafield><datafield tag="856" ind1="4" ind2="1"><subfield code="u">http://dx.doi.org/10.1080/0020739X.2016.1256447</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">http://www.tandfonline.com/doi/abs/10.1080/0020739X.2016.1256447</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://search.proquest.com/docview/1876471516</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_OLC</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SSG-OLC-MAT</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SSG-OPC-MAT</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">48</subfield><subfield code="j">2017</subfield><subfield code="e">4</subfield><subfield code="h">555</subfield></datafield></record></collection>
|
| author |
Teledahl, Anna |
| spellingShingle |
Teledahl, Anna ddc 370 misc students misc problem solving misc communication misc Mathematics misc Communication misc Problem solving misc Studies misc Mathematical problems misc Student writing How young students communicate their mathematical problem solving in writing |
| authorStr |
Teledahl, Anna |
| ppnlink_with_tag_str_mv |
@@773@@(DE-627)129975443 |
| format |
Article |
| dewey-ones |
370 - Education 510 - Mathematics |
| delete_txt_mv |
keep |
| author_role |
aut |
| collection |
OLC |
| remote_str |
false |
| illustrated |
Not Illustrated |
| issn |
0020-739X |
| topic_title |
370 510 DNB How young students communicate their mathematical problem solving in writing students problem solving communication Mathematics Communication Problem solving Studies Mathematical problems Student writing |
| topic |
ddc 370 misc students misc problem solving misc communication misc Mathematics misc Communication misc Problem solving misc Studies misc Mathematical problems misc Student writing |
| topic_unstemmed |
ddc 370 misc students misc problem solving misc communication misc Mathematics misc Communication misc Problem solving misc Studies misc Mathematical problems misc Student writing |
| topic_browse |
ddc 370 misc students misc problem solving misc communication misc Mathematics misc Communication misc Problem solving misc Studies misc Mathematical problems misc Student writing |
| format_facet |
Aufsätze Gedruckte Aufsätze |
| format_main_str_mv |
Text Zeitschrift/Artikel |
| carriertype_str_mv |
nc |
| hierarchy_parent_title |
International journal of mathematical education in science and technology |
| hierarchy_parent_id |
129975443 |
| dewey-tens |
370 - Education 510 - Mathematics |
| hierarchy_top_title |
International journal of mathematical education in science and technology |
| isfreeaccess_txt |
false |
| familylinks_str_mv |
(DE-627)129975443 (DE-600)411130-8 (DE-576)015537900 |
| title |
How young students communicate their mathematical problem solving in writing |
| ctrlnum |
(DE-627)OLC199416932X (DE-599)GBVOLC199416932X (PRQ)i1082-ae750cb8de9f280bbb2bce8e361662b212bff7cce41c0097d8db984d8c52e4ec0 (KEY)0022707220170000048000400555howyoungstudentscommunicatetheirmathematicalproble |
| title_full |
How young students communicate their mathematical problem solving in writing |
| author_sort |
Teledahl, Anna |
| journal |
International journal of mathematical education in science and technology |
| journalStr |
International journal of mathematical education in science and technology |
| lang_code |
eng |
| isOA_bool |
false |
| dewey-hundreds |
300 - Social sciences 500 - Science |
| recordtype |
marc |
| publishDateSort |
2017 |
| contenttype_str_mv |
txt |
| container_start_page |
555 |
| author_browse |
Teledahl, Anna |
| container_volume |
48 |
| class |
370 510 DNB |
| format_se |
Aufsätze |
| author-letter |
Teledahl, Anna |
| doi_str_mv |
10.1080/0020739X.2016.1256447 |
| dewey-full |
370 510 |
| title_sort |
how young students communicate their mathematical problem solving in writing |
| title_auth |
How young students communicate their mathematical problem solving in writing |
| abstract |
This study investigates young students' writing in connection to mathematical problem solving. Students' written communication has traditionally been used by mathematics teachers in the assessment of students' mathematical knowledge. This study rests on the notion that this writing represents a particular activity which requires a complex set of resources. In order to help students develop their writing, teachers need to have a thorough knowledge of mathematical writing and its distinctive features. The study aims to add to the body of knowledge about writing in school mathematics by investigating young students' mathematical writing from a communicational, rather than mathematical, perspective. A basic inventory of the communicational choices, that are identifiable across a sample of 519 mathematical texts, produced by 9-12 year old students, is created. The texts have been analysed with multimodal discourse analysis, and the findings suggest diversity in students' use of images, words, numerals, symbols and layout to organize their texts and to represent their problem-solving process along with an answer to the problem. The inventory and the indication that students have different ideas on how, what, for whom and why they should be writing, can be used by teachers to initiate discussions of what may constitute good communication. |
| abstractGer |
This study investigates young students' writing in connection to mathematical problem solving. Students' written communication has traditionally been used by mathematics teachers in the assessment of students' mathematical knowledge. This study rests on the notion that this writing represents a particular activity which requires a complex set of resources. In order to help students develop their writing, teachers need to have a thorough knowledge of mathematical writing and its distinctive features. The study aims to add to the body of knowledge about writing in school mathematics by investigating young students' mathematical writing from a communicational, rather than mathematical, perspective. A basic inventory of the communicational choices, that are identifiable across a sample of 519 mathematical texts, produced by 9-12 year old students, is created. The texts have been analysed with multimodal discourse analysis, and the findings suggest diversity in students' use of images, words, numerals, symbols and layout to organize their texts and to represent their problem-solving process along with an answer to the problem. The inventory and the indication that students have different ideas on how, what, for whom and why they should be writing, can be used by teachers to initiate discussions of what may constitute good communication. |
| abstract_unstemmed |
This study investigates young students' writing in connection to mathematical problem solving. Students' written communication has traditionally been used by mathematics teachers in the assessment of students' mathematical knowledge. This study rests on the notion that this writing represents a particular activity which requires a complex set of resources. In order to help students develop their writing, teachers need to have a thorough knowledge of mathematical writing and its distinctive features. The study aims to add to the body of knowledge about writing in school mathematics by investigating young students' mathematical writing from a communicational, rather than mathematical, perspective. A basic inventory of the communicational choices, that are identifiable across a sample of 519 mathematical texts, produced by 9-12 year old students, is created. The texts have been analysed with multimodal discourse analysis, and the findings suggest diversity in students' use of images, words, numerals, symbols and layout to organize their texts and to represent their problem-solving process along with an answer to the problem. The inventory and the indication that students have different ideas on how, what, for whom and why they should be writing, can be used by teachers to initiate discussions of what may constitute good communication. |
| collection_details |
GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-MAT SSG-OPC-MAT |
| container_issue |
4 |
| title_short |
How young students communicate their mathematical problem solving in writing |
| url |
http://dx.doi.org/10.1080/0020739X.2016.1256447 http://www.tandfonline.com/doi/abs/10.1080/0020739X.2016.1256447 https://search.proquest.com/docview/1876471516 |
| remote_bool |
false |
| ppnlink |
129975443 |
| mediatype_str_mv |
n |
| isOA_txt |
false |
| hochschulschrift_bool |
false |
| doi_str |
10.1080/0020739X.2016.1256447 |
| up_date |
2024-07-03T16:46:48.460Z |
| _version_ |
1803577152993492992 |
| fullrecord_marcxml |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a2200265 4500</leader><controlfield tag="001">OLC199416932X</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20220217052446.0</controlfield><controlfield tag="007">tu</controlfield><controlfield tag="008">170721s2017 xx ||||| 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1080/0020739X.2016.1256447</subfield><subfield code="2">doi</subfield></datafield><datafield tag="028" ind1="5" ind2="2"><subfield code="a">PQ20170901</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)OLC199416932X</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)GBVOLC199416932X</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(PRQ)i1082-ae750cb8de9f280bbb2bce8e361662b212bff7cce41c0097d8db984d8c52e4ec0</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(KEY)0022707220170000048000400555howyoungstudentscommunicatetheirmathematicalproble</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">370</subfield><subfield code="a">510</subfield><subfield code="q">DNB</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Teledahl, Anna</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">How young students communicate their mathematical problem solving in writing</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2017</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">ohne Hilfsmittel zu benutzen</subfield><subfield code="b">n</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Band</subfield><subfield code="b">nc</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">This study investigates young students' writing in connection to mathematical problem solving. Students' written communication has traditionally been used by mathematics teachers in the assessment of students' mathematical knowledge. This study rests on the notion that this writing represents a particular activity which requires a complex set of resources. In order to help students develop their writing, teachers need to have a thorough knowledge of mathematical writing and its distinctive features. The study aims to add to the body of knowledge about writing in school mathematics by investigating young students' mathematical writing from a communicational, rather than mathematical, perspective. A basic inventory of the communicational choices, that are identifiable across a sample of 519 mathematical texts, produced by 9-12 year old students, is created. The texts have been analysed with multimodal discourse analysis, and the findings suggest diversity in students' use of images, words, numerals, symbols and layout to organize their texts and to represent their problem-solving process along with an answer to the problem. The inventory and the indication that students have different ideas on how, what, for whom and why they should be writing, can be used by teachers to initiate discussions of what may constitute good communication.</subfield></datafield><datafield tag="540" ind1=" " ind2=" "><subfield code="a">Nutzungsrecht: © 2016 Informa UK Limited, trading as Taylor & Francis Group 2016</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">students</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">problem solving</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">communication</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Mathematics</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Communication</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Problem solving</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Studies</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Mathematical problems</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Student writing</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="t">International journal of mathematical education in science and technology</subfield><subfield code="d">London [u.a.] : Taylor & Francis, 1970</subfield><subfield code="g">48(2017), 4, Seite 555</subfield><subfield code="w">(DE-627)129975443</subfield><subfield code="w">(DE-600)411130-8</subfield><subfield code="w">(DE-576)015537900</subfield><subfield code="x">0020-739X</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:48</subfield><subfield code="g">year:2017</subfield><subfield code="g">number:4</subfield><subfield code="g">pages:555</subfield></datafield><datafield tag="856" ind1="4" ind2="1"><subfield code="u">http://dx.doi.org/10.1080/0020739X.2016.1256447</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">http://www.tandfonline.com/doi/abs/10.1080/0020739X.2016.1256447</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://search.proquest.com/docview/1876471516</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_OLC</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SSG-OLC-MAT</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SSG-OPC-MAT</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">48</subfield><subfield code="j">2017</subfield><subfield code="e">4</subfield><subfield code="h">555</subfield></datafield></record></collection>
|
| score |
7.4011145 |