Using Precise Mathematics Language to Engage Students in Mathematics Practices [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).

Autor/inn/en	Adams, Anne E.; Karunakaran, Monica Smith; Klosterman, Peter; Knott, Libby; Ely, Rob
Titel	Using Precise Mathematics Language to Engage Students in Mathematics Practices [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).
Quelle	(2016), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	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) + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; Klassengespräch; Klassenführung; Kommunikationsstrategie; Kommunikationsstil; Sprachgebrauch; School year 05; 5. Schuljahr; Schuljahr 05; Mathematical logics; Mathematische Logik; Unterrichtsprotokoll; Bruchrechnung; Multiplikation
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.] (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