\input zb-basic
\input zb-matheduc
\iteman{ZMATH 2013b.00481}
\itemau{Kosko, Karl W.}
\itemti{Geometry students' hedged statements and their self-regulation of mathematics.}
\itemso{J. Math. Behav. 31, No. 4, 489-499 (2012).}
\itemab
Summary: Statements conveying a degree of certainty or doubt, in the form of hedging, have been linked with logical inference in students' talk [{\it T. Rowland}, The pragmatics of mathematics teaching and learning: vagueness in mathematical discourse. New York: Farmer Press (2000)]. Considering the current emphasis on increasing student autonomy for effective mathematical discourse, the author posits a relationship between hedging and student autonomy. In the current study, high school geometry students' frequency of producing hedged mathematical statements were correlated with their perceived mathematical autonomy to determine if a relationship existed. Results found a strong and statistically significant correlation, providing support for a connection between students' hedging and their perceived autonomy. However, additional analysis revealed that perceptions of mathematical competence and social relatedness were also influential to hedging. Implications of these results are discussed.
\itemrv{~}
\itemcc{E50 G40 C30 E30}
\itemut{student attitudes; geometry; self management; inferences; mathematical logic; personal autonomy; high school students; incidence; correlation; schematic studies; statistical significance; mathematical aptitude; self efficacy; learning theories; behavior theories; hedging; systemic functional linguistics; mathematical reasoning; logical reasoning; mathematical discussion}
\itemli{doi:10.1016/j.jmathb.2012.09.001}
\end