id: 06640122
dt: a
an: 2016f.00344
au: Segerby, Cecilia
ti: Reading strategies in mathematics: a Swedish example.
so: Pope, Sue (ed.), Proceedings of the British Society for Research into
Learning Mathematics (BSRLM). Proceedings of the British congress of
mathematics education, BCME-8, University of Nottingham, UK, April
14‒17, 2014. London: British Society for Research into Learning
Mathematics (BSRLM). 311-318 (2014).
py: 2014
pu: London: British Society for Research into Learning Mathematics (BSRLM)
la: EN
cc: C52 D52
ut: teaching; mathematics and language; mathematical language; reading
strategies; textbooks; reciprocal activities; prediction;
clarification; questioning; summarisation; educational research;
interviews; primary students; achievement; content-area reading
ci:
li: http://www.bsrlm.org.uk/BCME8/BCME8-40.pdf
ab: Summary: Recent research shows that the dominant practice in mathematics
education in Sweden involves students working individually from a
textbook. However, to read mathematical texts involves comprehending
the global meaning from the page and this requires specific reading
skills. In this study, the reading strategies of six 10-year old
students, with different levels of mathematical achievement, are
identified. The analysis is based on Palinscar and Brown’s reciprocal
activities prediction, clarification and summarisation and Halliday’s
Systemic Functional Linguistics (SFL). In this small study, high
achieving students more often described that they used appropriate
reading strategies.
rv: