How young students communicate their mathematical problem solving in writing
2016 (English)In: International journal of mathematical education in science and technology, ISSN 0020-739X, E-ISSN 1464-5211, 1-18 p.Article in journal (Refereed) Epub ahead of print
This study investigates young students’ writing in connection to mathematical problem solving. Students’ written communication has traditionally been used by mathematics teachers in the assessment of students’ mathematical knowledge. This study rests on the notion that this writing represents a particular activity which requires a complex set of resources. In order to help students develop their writing, teachers need to have a thorough knowledge of mathematical writing and its distinctive features. The study aims to add to the body of knowledge about writing in school mathematics by investigating young students’ mathematical writing from a communicational, rather than mathematical, perspective. A basic inventory of the communicational choices, that are identifiable across a sample of 519 mathematical texts, produced by 9–12 year old students, is created. The texts have been analysed with multimodal discourse analysis, and the findings suggest diversity in students’ use of images, words, numerals, symbols and layout to organize their texts and to represent their problem-solving process along with an answer to the problem. The inventory and the indication that students have different ideas on how, what, for whom and why they should be writing, can be used by teachers to initiate discussions of what may constitute good communication.
Place, publisher, year, edition, pages
2016. 1-18 p.
communication, Mathematics, problem solving, students
Research subject Education and Learning
IdentifiersURN: urn:nbn:se:du-23596DOI: 10.1080/0020739X.2016.1256447ScopusID: 2-s2.0-84999663670OAI: oai:DiVA.org:du-23596DiVA: diva2:1057015