Students and Their Learning From Reading

Fenwick, Chris

doi:10.5642/hmnj.200101.24.18

Cited by 3 publications

(3 citation statements)

References 15 publications

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“…Furthermore, differences in reading behavior among disciplines (Paul, 2018 ; Shanahan et al, 2011 ) and successful reading behavior related to mathematical text (Berger, 2019a ; Shepherd et al, 2012 ; Shepherd & van de Sande, 2014 ) have been empirically identified. There are several suggestions on how reading mathematical text can be fostered by different reading strategies and teaching scenarios (Barton & Heidema, 2002 ; Carducci, 2020 ; Fenwick, 2001 ; Fuentes, 1998 ; Hubbard, 1990 ). Many of these suggestions are either theoretical or reports of teaching practices that the authors considered helpful, with neither having been subject to empirical evaluation based on scientific principles.…”

Section: Introductionmentioning

confidence: 99%

Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation

Rezat

Malik

Leifeld

2022

Int J of Sci and Math Educ

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Even in the digital age, learning mathematics at an academic level still requires much reading of mathematical text. Research has shown that reading mathematical text requires readers to engage with all the structures of the book and with its pedagogical voice, making connections, and plausible reasoning. Specific practices and strategies that support the close reading of mathematical text have been suggested; however, descriptions and empirical evaluations of materials designed to support these activities are rare. We present the design and first evaluation cycle of materials developed in a design research project that aims to scaffold close reading of mathematical text. The materials were designed and evaluated in a German university course on elementary geometry for first-year teacher education students who study mathematics to become primary teachers. The reading strategies were explained and modeled for students in reading-strategy videos. Additionally, close reading of mathematical text was scaffolded by close-reading tasks and homework tasks and problems that build on the reading strategies and were specifically designed to foster understanding of the mathematical text. Survey data were collected from 296 students to evaluate their use of and attitude toward the different materials. The quantitative results indicate that students used the materials and were generally able to learn the course content by themselves. From all provided materials, they found the close-reading tasks most helpful. A qualitative analysis of answers to open questions revealed issues with different materials, particularly with the script, and requests for additional materials. The issues with the script were categorized inductively. The categories are presented as a qualitative result of the study and discussed.

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Section: Introductionmentioning

confidence: 99%

Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation

Rezat

Malik

Leifeld

2022

Int J of Sci and Math Educ

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“…Reading has long been an important issue in the educational environment. Reading strategies and comprehension are emphasized to teach students how to adopt cognitive process so that they can improve text comprehension [1]. Teaching specific reading skills has long been accepted for use in content area classrooms.…”

Section: Introductionmentioning

confidence: 99%

Internet System for Mathematics Reading and Fuzzy Clustering Analysis for Students

Lin

Weng

Yih

2014

AMM

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The purpose of this study is to investigate the performance of mathematics reading based on fuzzy clustering. Mathematics reading proficiency is an importance issue which is related to the reading comprehension, mathematics achievement and mathematics literacy. Theoretical foundation of mathematics reading consists of three components, which are general reading comprehension, prior knowledge of mathematics and specific skills of mathematics. The subject is sixth graders. The researchers develop internet system of mathematics assessment and adopt fuzzy clustering to appropriately classify students. Results show that three clusters are the best and there exist characteristics and differences among clusters. Based on the findings, some recommendations and suggestions for future research are provided.

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“…Thereby, reading and reading comprehension could be more explicitly included in mathematics education, in the teaching as well as examinations, and some argue it should be included (Cowen, 1991;Fuentes, 1998;Krygowska, 1969). However, there seems not to be much research done about the more detailed use of mathematical texts in learning situations (Fenwick, 2001;Love and Pimm, 3 1996), but more research that focuses on other aspects of mathematics textbooks (see Turnau, 1983). For example, in the Swedish research community there are studies about the solving of textbook exercises (Lithner, 2004), about the role of the textbook as a part of the curriculum (Johansson, 2003), and about differentiation in mathematics textbooks (Brändström, 2005).…”

Section: Introductionmentioning

confidence: 99%

Characterizing Reading Comprehension of Mathematical Texts

Österholm

2006

Educ Stud Math

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Abstract. This study compares reading comprehension of three different texts: two mathematical texts and one historical text. The two mathematical texts both present basic concepts of group theory, but one does it using mathematical symbols and the other only uses natural language. A total of 95 upper secondary and university students read one of the mathematical texts and the historical text. Before reading the texts, a test of prior knowledge for both mathematics and history was given and after reading each text, a test of reading comprehension was given. The results reveal a similarity in reading comprehension between the mathematical text without symbols and the historical text, and also a difference in reading comprehension between the two mathematical texts. This result suggests that mathematics in itself is not the most dominant aspect affecting the reading comprehension process, but the use of symbols in the text is a more relevant factor. Although the university students had studied more mathematics courses than the upper secondary students, there was only a small and insignificant difference between these groups regarding reading comprehension of the mathematical text with symbols. This finding suggests that there is a need for more explicit teaching of reading comprehension for texts including symbols.

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Students and Their Learning From Reading

Cited by 3 publications

References 15 publications

Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation

Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation

Internet System for Mathematics Reading and Fuzzy Clustering Analysis for Students

Characterizing Reading Comprehension of Mathematical Texts

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