Semantically Linked Syntactic Literacy Affordances in Secondary Mathematics [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (43rd, Philadelphia, PA, Oct 14-17, 2021).

Autor/in	Smith, Ethan P.
Titel	Semantically Linked Syntactic Literacy Affordances in Secondary Mathematics [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (43rd, Philadelphia, PA, Oct 14-17, 2021).
Quelle	(2021), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Semantics; Secondary School Students; Syntax; Teacher Student Relationship; Language Skills; Sociolinguistics; Mathematics Instruction; Mathematics Teachers; Guidelines; Literacy; Teaching Methods; Classroom Communication; Discourse Analysis; Technology Uses in Education + Suchen Sie Ihr Suchwort? Semantik; Sekundarschüler; Teacher student relationships; Lehrer-Schüler-Beziehung; Language skill; Sprachkompetenz; Soziolinguistik; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Richtlinien; Alphabetisierung; Schreib- und Lesefähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Klassengespräch; Diskursanalyse; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	This report details a literacy affordance framework for describing and connecting the ways in which teachers focus their students on the syntactic structures of reading, writing, speaking, and listening in mathematics. This framework is intended to serve as a critical access point for connecting and moving broader research in secondary mathematics teaching towards a sociolinguistic perspective. The framework is applied to a sample of teachers from two U.S. states to indicate ways in which these secondary mathematics teachers currently attend to such literacies in otherwise dialogically orientated lessons. Findings indicate the applicability of the framework as well as the opportunities and shortfalls in how such teachers currently attend to language in secondary mathematics. [For the complete proceedings, see ED630060.] (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	2024/1/01