Juxtaposing Secondary Mathematics Procedural Routines and Their Meta-Narratives--Exploring the Vocabulary of Student Teachers

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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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