Ambiguity and Inconsistencies in Mathematics Spoken in the Classroom: The Need for Teacher Training and Rules for Communication of Mathematics

Autor/inn/en	Isaacson, M.D.; Srinivasan, S.; Lloyd, L.L.
Titel	Ambiguity and Inconsistencies in Mathematics Spoken in the Classroom: The Need for Teacher Training and Rules for Communication of Mathematics
Quelle	In: Journal of Science Education for Students with Disabilities, 15 (2012) 1, S.41-45, Artikel 5 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-9923
Schlagwörter	Mathematics Instruction; Teacher Competencies; Communication Skills; Speech Communication; Ambiguity (Semantics); Textbooks; Disabilities; Printed Materials + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Lehrkunst; Kommunikationsstil; Textbook; Text book; Schulbuch; Lehrbuch; Handicap; Behinderung
Abstract	Mathematics has the potential for being spoken ambiguously. This is problematic for many students, in particular those who have disabilities that inhibit processing of printed material. This paper documents the magnitude of potential ambiguity arising from textbooks and provides a measure of the degree to which potential ambiguity is actualized through teachers' speech. Inconsistency among teachers in speaking mathematics is also documented. Evidence is provided that teachers are not adequately aware of ambiguity in speaking mathematics and that they believe that they should have training regarding ambiguity in communication of mathematics and how to speak mathematics non-ambiguously. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01