The Influence of Sources in the Reading of Mathematical Text

Weber, Keith; Mejía-Ramos, Juan Pablo

doi:10.1177/1086296x12469968

Cited by 14 publications

(3 citation statements)

References 23 publications

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“…We began the work prior to publication of some key pieces on disciplinary literacy (e.g., Moje, 2007; Shanahan & Shanahan, 2008). Although we found this scholarship compelling, it did not frame our work with teachers, and we found it challenging to combine the broader sociocultural lens we did use with some of its tenets, particularly its emphasis on insights from the abstract and specialized literacies used by mathematicians in higher education (Shanahan et al, 2011; Weber & Mejia-Ramos, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…For instance, Shanahan et al (2011) described differences in how expert readers from three disciplines, including theoretical mathematics, engaged in close reading. Drawing on other research into mathematicians’ reading of mathematical arguments, Weber and Mejia-Ramos (2013) challenged some aspects of Shanahan et al’s findings about the nature of reading for mathematicians while supporting others. Both research teams agreed that further inquiry into mathematical reading is needed to develop effective pedagogies.…”

Section: Review Of Related Literaturementioning

confidence: 90%

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Bypass, Augment, or Integrate

Chandler‐Olcott

Doerr

Hinchman

et al. 2015

Journal of Literacy Research

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This 3-year qualitative study examined how 26 teachers in four U.S. secondary schools addressed the literacy demands of curriculum materials based on standards from the National Council of Teachers of Mathematics. It was grounded in sociocultural perspectives that encourage study of language in local contexts, including classrooms, communities, and disciplines. The research question asked, "How do secondary mathematics teachers in a teacher-researcher collaboration understand and address the literacy demands of standards-based curriculum materials?" An interdisciplinary team of literacy and mathematics education researchers and graduate students worked with teachers to examine required curriculum materials, plan lessons, and share resources, while collecting qualitative data to capture teachers' understandings and actions. Findings indicated that teachers responded in three ways to the materials' literacy demands: (a) they used the materials selectively to bypass or reduce the literacy demands, (b) they augmented use of the materials with literacy support, or (c) they integrated use of the materials into long-term frameworks to develop mathematics and literacy learning simultaneously. The study suggests the value of using insights from mathematics and literacy to inform mathematics curriculum design and reminds us to take teachers' perspectives toward such materials seriously, particularly when they collaborate to address issues about the materials' use in their own school contexts.

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Section: Discussionmentioning

confidence: 99%

Section: Review Of Related Literaturementioning

confidence: 90%

Bypass, Augment, or Integrate

Chandler‐Olcott

Doerr

Hinchman

et al. 2015

Journal of Literacy Research

View full text Add to dashboard Cite

show abstract

“…To fulfil this objective, sources may differ according to several aspects: 1. The discipline to which the text belongs, namely history (Rouet et al, 1997), literature (Bloome et al, 2018), science (Goldman & Bisanz, 2002), and mathematics (Weber & Mejia-Ramos, 2013).…”

Section: Universidad De La Sabana Department Of Foreign Languages And...mentioning

confidence: 99%

From Integrating to Learning: Insights from Spanish L2 Multiple Documents Selection in Reading Tasks

Soliman

2021

laclil

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Previous literature has focused on investigating the use of sources in the classroom and how much they contribute to building a coherent mental representation of the texts. These studies explain how integration from multiple document sources occurs; however, their results are limited to the first language and do not inform about the types of these sources or how they are used. In this sense, the objective of this case study is to identify the types of sources used in four courses of a student exchange program in a Chilean University. The data was collected through focus groups with sixty students and in-depth interviews with four professors to determine in what sense the type of document selected could contribute to the learning process. A content analysis was carried out using Nvivo 12 to report on the pedagogical implications of using these sources in a Spanish L2 teaching setting.

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Authority and Mathematics Education

Fried¹

2020

Encyclopedia of Mathematics Education

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The Influence of Sources in the Reading of Mathematical Text

Cited by 14 publications

References 23 publications

Bypass, Augment, or Integrate

Bypass, Augment, or Integrate

From Integrating to Learning: Insights from Spanish L2 Multiple Documents Selection in Reading Tasks

Authority and Mathematics Education

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