Written Reasoning in Primary School [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).

Autor/inn/en	Ruwisch, Silke; Neumann, Astrid
Titel	Written Reasoning in Primary School [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).
Quelle	(2014), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Language Skills; Mathematics Instruction; Mathematical Logic; Arithmetic; Grade 3; Grade 4; Grade 6; Problem Solving; Worksheets; Persuasive Discourse; Writing (Composition); Elementary School Students; Germany + Suchen Sie Ihr Suchwort? Ausland; Language skill; Sprachkompetenz; Mathematics lessons; Mathematikunterricht; Mathematical logics; Mathematische Logik; Addition; Arithmetik; Arithmetikunterricht; Rechnen; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 06; 6. Schuljahr; Schuljahr 06; Problemlösen; Persuasion; Persuasive Kommunikation; Schreibübung; Deutschland
Abstract	Currently, language competences in mathematics lessons gain more attention in Germany. The paper reports an interdisciplinary study of linguistics and mathematics education on reasoning. A model to rate the competences in arithmetic reasoning at primary level will be presented for discussion: mathematical reasoning is coded separately from its linguistic realization. In a pilot study, 243 students of 3rd, 4th, and 6th grade solved different arithmetic reasoning tasks. The results show a one-dimensional scale for the model of reasoning. Its specific components provide differentiated requirements, which are formulated concretely in the coding guidelines. They may unfold didactical potential for language support in mathematical reasoning as well as in mathematics lessons itself at primary level. [For the complete proceedings, see ED597799.] (As Provided).
Anmerkungen	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/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01