
06640122
a
2016f.00344
Segerby, Cecilia
Reading strategies in mathematics: a Swedish example.
Pope, Sue (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Proceedings of the British congress of mathematics education, BCME8, University of Nottingham, UK, April 1417, 2014. London: British Society for Research into Learning Mathematics (BSRLM). 311318 (2014).
2014
London: British Society for Research into Learning Mathematics (BSRLM)
EN
C52
D52
teaching
mathematics and language
mathematical language
reading strategies
textbooks
reciprocal activities
prediction
clarification
questioning
summarisation
educational research
interviews
primary students
achievement
contentarea reading
http://www.bsrlm.org.uk/BCME8/BCME840.pdf
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 10year 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.