Different Reading Styles for Mathematics Text

Autor/in	Berger, Margot
Titel	Different Reading Styles for Mathematics Text
Quelle	In: Educational Studies in Mathematics, 100 (2019) 2, S.139-159 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Berger, Margot)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-018-9871-y
Schlagwörter	Reading Processes; Mathematics Instruction; Reading Skills; Video Technology; Textbooks; Mathematics Teachers; Pedagogical Content Knowledge; Secondary School Teachers; Classification; Independent Study; Faculty Development; Prior Learning + Suchen Sie Ihr Suchwort? Leseprozess; Mathematics lessons; Mathematikunterricht; Reading skill; Lesefertigkeit; Textbook; Text book; Schulbuch; Lehrbuch; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Classification system; Klassifikation; Klassifikationssystem; Selbststudium; Vorkenntnisse
Abstract	A broad categorisation of different reading styles for mathematics text is generated in this research. The styles derive from those found in literature around academic reading skills. These styles are inductively refined using video transcripts of five specially chosen students studying out loud from a prescribed mathematics textbook. The context is a self-study mathematics course directed at high school mathematics teachers with weak content knowledge. Reading is understood as a transaction (enacted curriculum) between text (written curriculum) and reader. Reading styles are characterised in terms of depth of reading, focus on different components of text or not, connections within text or to prior knowledge, and performance on exercises. Five different styles of reading mathematics text are identified: close reading with strong connections, close reading with some connections, scanning, skimming, and avoiding. The different reading styles are also interpreted in terms of structure, voice, and genre of the textbook. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01