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Shield, Mal; Galbraith, Peter

doi:10.1023/a:1003109819256

Cited by 35 publications

(5 citation statements)

References 17 publications

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“…We examined whether the communication assessed by the large-scale QL tests involved simplistic, procedural, or conceptual communication, or asked for representations (simplistic = 1; procedural = 2; conceptual = 3; representation = 4). This coding scheme was adapted from previous studies on mathematical writing (Kosko et al 2009;Shield and Galbraith 1998). The codes were assigned so that every item that contained any of these codes was assigned each.…”

Section: Methodsmentioning

confidence: 99%

Communicating Quantitative Literacy: An Examination of Open-Ended Assessment Items in TIMSS, NALS, IALS, and PISA

Kosko

Wilkins

2011

Numeracy

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Quantitative Literacy (QL) has been described as the skill set an individual uses when interacting with the world in a quantitative manner. A necessary component of this interaction is communication. We found that open-ended item rubrics in these QL assessments showed a strong tendency to assess answeronly responses. Therefore, while some open-ended items may have required certain levels of quantitative reasoning to find a solution, it is the solution rather than the reasoning that was often assessed. KeywordsQuantitative Literacy, Assessment, Communication Creative Commons LicenseThis work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License Cover Page FootnoteKarl Kosko is currently a postdoctoral fellow for GRIP (Geometry, Reasoning, and Instructional Practices) at the University of Michigan. His primary research interest is mathematical communication with specific focus on the self-regulation of mathematics through mathematical discussion and writing. Jay Wilkins is Professor of Mathematics Education at Virginia Tech in Blacksburg, Virginia. His major research interests include quantitative literacy, children's development of fractions knowledge, and the teaching and learning of probability and statistics.

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Section: Methodsmentioning

confidence: 99%

Communicating Quantitative Literacy: An Examination of Open-Ended Assessment Items in TIMSS, NALS, IALS, and PISA

Kosko

Wilkins

2011

Numeracy

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“…In our work with middle school students, we have studied both writing about opinions and feelings, what Shield and Galbraith (1998) call journal writing, and expository writing in what we call math journals (Baxter, Woodward, Olson, & Robyns, 2002a). Expository writing is intended to describe and explain (cf.…”

Section: Methodsmentioning

confidence: 99%

“…Writing takes different forms in mathematics classes, ranging from more formal assessments, where carefully edited papers that present a logical argument are the goal (Morgan, 1998), to less-structured, impromptu journal writing that provides students with opportunities to explain their thinking about mathematical ideas (Shield & Galbraith, 1998). Our present analysis focuses on the latter form, which is also known as writing to learn (Connolly, 1989).…”

mentioning

confidence: 99%

Writing in Mathematics: An Alternative Form of Communication for Academically Low-Achieving Students

Baxter¹,

Woodward

Olson³

2005

Learning Disabil Res Pract

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Classroom communication figures prominently in current math reform efforts. In this study, we analyze how one teacher used writing to support communication in a seventh-grade, low-track mathematics class. For one school year, we studied four lowachieving students in the class. Students wrote in journals on a weekly basis. Using classroom observations and interviews with the teacher, we developed profiles of the four students, capturing their participation in class discussions. The profiles highlighted an important similarity among the four students: marginal participation in both small-group and whole-class discussions. However, our analysis of the students' journals identified multiple instances where the students were able to explain their mathematical reasoning, revealing their conceptual understanding, ability to explain, and skill at representing a problem. In this respect, journals potentially facilitate another important form of classroom communication. The promise of writing is that it offers an alternative to the visions of classroom communication that are strictly oral in nature.

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“…Komunikasi matematika menjadi bagian penting dalam pengembangan pemahaman matematika siswa (NCTM, 2000). Hasil penelitian terdahulu menunjukkan bahwa komunikasi matematika dapat mengembangkan pemahaman matematis siswa (Albert, 2000;Martin, 2015;Pugalee, 2001Pugalee, , 2004Santos & Semana, 2015;Shield & Galbraith, 1998;Sierpinska, 1998). Oleh karena itu, kemampuan komunikasi matematika seharusnya dikuasai siswa dalam proses pembelajaran matematika.…”

Section: Pendahuluanunclassified

Integrasi Etnomatematika Dengan Model Pembelajaran Probing-Prompting Untuk Melatih Komunikasi Matematis Siswa

Kurniawan

Anam

Abdussakir

et al. 2019

mapan

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Etnomatematika menjadi kajian tren penelitian saat ini. Etnomatematika memberikan pengaruh positif dalam pembelajaran matematika dengan melibatkan potensi budaya. Matematika perlu dikomunikasikan dengan menyisipkan budaya sehingga siswa mudah memahami materi. Oleh karena itu, etnomatematika perlu diintegrasikan dengan suatu model pembelajaran. Dengan demikian, tujuan penelitian ini adalah untuk mengembangkan perangkat pembelajaran model probing-prompting berbasis etnomatematika yang dapat melatih komunikasi matematis siswa. Penelitian ini menggunakan model pengembangan Instructional Development Institute (IDI) dengan tiga tahapan, yaitu menentukan, mengembangkan, dan mengevaluasi. Subjek penelitian adalah 30 siswa kelas 8 MTs Negeri Sidorejo Banyuwangi. Pengumpulan data dilakukan melalui angket, observasi, lembar validasi, dan tes. Perangkat pembelajaran yang dikembangkan berupa kisi-kisi soal, soal tes, LKS, dan RPP. Hasil penelitian menunjukkan bahwa perangkat pembelajaran memenuhi kriteria valid, praktis, dan efektif. Perangkat pembelajaran ini dapat digunakan guru untuk mengembangkan kemampuan komunikasi matematis siswa.

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Untitled

Cited by 35 publications

References 17 publications

Communicating Quantitative Literacy: An Examination of Open-Ended Assessment Items in TIMSS, NALS, IALS, and PISA

Communicating Quantitative Literacy: An Examination of Open-Ended Assessment Items in TIMSS, NALS, IALS, and PISA

Writing in Mathematics: An Alternative Form of Communication for Academically Low-Achieving Students

Integrasi Etnomatematika Dengan Model Pembelajaran Probing-Prompting Untuk Melatih Komunikasi Matematis Siswa

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