Using Precise Mathematics Language to Engage Students in Mathematics Practices
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| Title: | Using Precise Mathematics Language to Engage Students in Mathematics Practices |
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| Language: | English |
| Authors: | Adams, Anne E., Karunakaran, Monica Smith, Klosterman, Peter, Knott, Libby, Ely, Rob |
| Source: | North American Chapter of the International Group for the Psychology of Mathematics Education. 2016 (pter). |
| Availability: | North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2016 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | DUE1050397 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Grade 5 |
| Descriptors: | 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) |
| Abstract: | 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.] |
| Abstractor: | As Provided |
| Number of References: | 13 |
| Entry Date: | 2018 |
| Accession Number: | ED583792 |
| Database: | ERIC |
| Abstract: | 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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