Literaturnachweis - Detailanzeige
Autor/in | van Jaarsveld, Pieter Paul |
---|---|
Titel | Juxtaposing Secondary Mathematics Procedural Routines and Their Meta-Narratives--Exploring the Vocabulary of Student Teachers |
Quelle | In: African Journal of Research in Mathematics, Science and Technology Education, 22 (2018) 2, S.209-220 (12 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (van Jaarsveld, Pieter Paul) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1029-8457 |
DOI | 10.1080/18117295.2018.1480138 |
Schlagwörter | Secondary School Mathematics; Personal Narratives; Vocabulary; Student Teachers; Foreign Countries; Mathematics Instruction; Mathematics Teachers; Secondary School Teachers; Mixed Methods Research; Case Studies; Preservice Teacher Education; Student Teaching; Native Language; English (Second Language); African Languages; Correlation; Mathematical Formulas; South Africa Erlebniserzählung; Wortschatz; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Ausland; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Lehramtsstudiengang; Lehrerausbildung; Teaching practice; Unterrichtspraxis; English as second language; English; Second Language; Englisch als Zweitsprache; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Korrelation; Mathematische Formel; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik |
Abstract | This paper analyses student teachers' meta-narratives associated with 'doing' mathematics. The quality of the vocabulary associated with the doing of the mathematical objects of a sample of 56 multilingual third-year mathematics methodology students preparing to be secondary teachers was explored and assessed. Sfard's theoretical concept of 'pronounced foci' and her 'critical categories' for determining if a narrative was mathematical were used to analyse the data. Meta-narratives refer to the written mathematical metacognitive monologues that manifested students' thinking while they were doing the mathematical objects. Students were required to write, in language suitable for teaching, a description of the procedure which led to a solution. The procedures and their associated meta-narratives provided data for a mixed-method analysis in this case study. The absence of a mathematical vocabulary presented difficulties when students engaged in meta-narratives. The data also show that inexact mathematical vocabularies are not culturally specific since the 11 English mother tongue students demonstrated a similar lack of command of mathematical language as their peers. Meta-narratives revealed mathematical misconceptions that may not have been detected without them. For two of the three mathematical objects there is a significant but moderate positive correlation between correct vocabulary and correct procedure. The findings support the need for mathematical vocabulary (and language) to be a teaching focus when preparing teachers for their careers and that the assessment of tasks is not completely achieved by evaluating only the procedural 'doing' of mathematics. (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 |