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FROM SPEAKING TO WRITING: THE ROLE OF THE REVERSAL POETIC STRUCTURE IN PROBLEM-SOLVING.

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Title: FROM SPEAKING TO WRITING: THE ROLE OF THE REVERSAL POETIC STRUCTURE IN PROBLEM-SOLVING.
Authors: Staats, Susan1 staats@umn.edu
Source: Conference Papers -- Psychology of Mathematics & Education of North America. 11/3/2016, p1266-1272. 7p.
Subject Terms: *Algebra education, *Mathematics teachers, *Mathematics students, *Mathematics education, *Mathematics problems & exercises, Algebra problems & exercises, Mathematical notation
Geographic Terms: United States
Abstract: Speakers in conversation typically repeat and modify earlier comments. In mathematics conversations, these repetitions, or poetic structures, can facilitate the collaborative discovery of mathematical relationships. A close analysis of 90 turns of an algebraic problem-solving conversation reveals eight types of poetic structures. This report summarizes the general results of analysis and highlights the role of a particular type of poetic structure, the reversal. In a reversal poetic structure, two elements switch places syntactically, for example, subject and predicate or adjective and noun switch roles. Students working with no teacher intervention used the reversal poetic structure as they rearranged variables and coefficients in their verbal method, and as transitioned from a spoken method to written mathematical notation. This analysis highlights ways in which speaking supports mathematical thinking. [ABSTRACT FROM AUTHOR]
Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Speakers in conversation typically repeat and modify earlier comments. In mathematics conversations, these repetitions, or poetic structures, can facilitate the collaborative discovery of mathematical relationships. A close analysis of 90 turns of an algebraic problem-solving conversation reveals eight types of poetic structures. This report summarizes the general results of analysis and highlights the role of a particular type of poetic structure, the reversal. In a reversal poetic structure, two elements switch places syntactically, for example, subject and predicate or adjective and noun switch roles. Students working with no teacher intervention used the reversal poetic structure as they rearranged variables and coefficients in their verbal method, and as transitioned from a spoken method to written mathematical notation. This analysis highlights ways in which speaking supports mathematical thinking. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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