Low-Attaining Students' Representational Strategies: Tasks, Time, Efficiency, and Economy

Autor/in	Finesilver, Carla
Titel	Low-Attaining Students' Representational Strategies: Tasks, Time, Efficiency, and Economy
Quelle	In: Oxford Review of Education, 43 (2017) 4, S.482-501 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Finesilver, Carla)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2017.1329720
Schlagwörter	Low Achievement; Arithmetic; Mathematics Achievement; Logical Thinking; Efficiency; Multiplication; Computation; Visual Aids; Secondary School Students; Qualitative Research; Interviews; Foreign Countries; Student Behavior; Expectation; United Kingdom (London) + Suchen Sie Ihr Suchwort? Unterdurchschnittliche Leistung; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Effectiveness; Effektivität; Wirkungsgrad; Multiplikation; Anschauungsmaterial; Sekundarschüler; Qualitative Forschung; Interviewing; Interviewtechnik; Ausland; Student behaviour; Schülerverhalten; Expectancy; Erwartung
Abstract	There are many potential ways to represent arithmetical tasks, but students' choices may be limited by beliefs that only certain standardised representations are "legitimate" in school mathematics. Furthermore, concern for the quantity and speed of "work done" can override opportunities for meaningful engagement with the content. This paper draws on a sample of the informal representational strategies observed during a microanalytic study of 11-15-year-old students with low prior attainment in mathematics. In the absence of pressure to provide quick answers, or to obtain them in a prescribed manner, students worked flexibly, participating in arithmetical reasoning, attempting and succeeding in tasks they were previously unable to engage with. The relationships between representational strategies, economy, and efficiency are discussed in relation to multiplicative thinking. These have pedagogical implications for the representational expectations placed on students with difficulties in mathematics, particularly in learning support and intervention contexts. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01