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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
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
FullText Text:
  Availability: 0
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  Data: Using Precise Mathematics Language to Engage Students in Mathematics Practices
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  Data: <searchLink fieldCode="AR" term="%22Adams%2C+Anne+E%2E%22">Adams, Anne E.</searchLink><br /><searchLink fieldCode="AR" term="%22Karunakaran%2C+Monica+Smith%22">Karunakaran, Monica Smith</searchLink><br /><searchLink fieldCode="AR" term="%22Klosterman%2C+Peter%22">Klosterman, Peter</searchLink><br /><searchLink fieldCode="AR" term="%22Knott%2C+Libby%22">Knott, Libby</searchLink><br /><searchLink fieldCode="AR" term="%22Ely%2C+Rob%22">Ely, Rob</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22North+American+Chapter+of+the+International+Group+for+the+Psychology+of+Mathematics+Education%22"><i>North American Chapter of the International Group for the Psychology of Mathematics Education</i></searchLink>. 2016 (pter).
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  Data: 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/
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  Data: <searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Communication%22">Classroom Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Techniques%22">Classroom Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+Strategies%22">Communication Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+Skills%22">Communication Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+Logic%22">Mathematical Logic</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Discussion+%28Teaching+Technique%29%22">Discussion (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Generalization%22">Generalization</searchLink><br /><searchLink fieldCode="DE" term="%22Protocol+Materials%22">Protocol Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Observation+Techniques%22">Classroom Observation Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Fractions%22">Fractions</searchLink><br /><searchLink fieldCode="DE" term="%22Addition%22">Addition</searchLink><br /><searchLink fieldCode="DE" term="%22Multiplication%22">Multiplication</searchLink><br /><searchLink fieldCode="DE" term="%22Ambiguity+%28Semantics%29%22">Ambiguity (Semantics)</searchLink>
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  Label: Abstract
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  Data: 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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  Data: 2018
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED583792
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED583792
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 8
    Subjects:
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Classroom Communication
        Type: general
      – SubjectFull: Classroom Techniques
        Type: general
      – SubjectFull: Communication Strategies
        Type: general
      – SubjectFull: Communication Skills
        Type: general
      – SubjectFull: Language Usage
        Type: general
      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: Mathematical Logic
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Discussion (Teaching Technique)
        Type: general
      – SubjectFull: Generalization
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      – SubjectFull: Protocol Materials
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      – SubjectFull: Classroom Observation Techniques
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      – SubjectFull: Fractions
        Type: general
      – SubjectFull: Addition
        Type: general
      – SubjectFull: Multiplication
        Type: general
      – SubjectFull: Ambiguity (Semantics)
        Type: general
    Titles:
      – TitleFull: Using Precise Mathematics Language to Engage Students in Mathematics Practices
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              M: 11
              Type: published
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            – TitleFull: North American Chapter of the International Group for the Psychology of Mathematics Education
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