Examining Mathematical Texts Written by Prospective Teachers: Clarifying Linguistic Factors

Autor/in	Güven Akdeniz, Dilsad
Titel	Examining Mathematical Texts Written by Prospective Teachers: Clarifying Linguistic Factors
Quelle	In: Malaysian Online Journal of Educational Sciences, 10 (2022) 3, S.34-46 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Mathematics Education; Mathematics Skills; Vocabulary; Language Usage; Mathematics Teachers; Preservice Teachers; Elementary School Mathematics; Problem Solving; Linguistics; Discourse Analysis; Foreign Countries; Content Area Writing; Symbols (Mathematics); Knowledge Base for Teaching; Turkey + Suchen Sie Ihr Suchwort? Mathematische Bildung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Wortschatz; Sprachgebrauch; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Elementare Mathematik; Schulmathematik; Problemlösen; Linguistik; Diskursanalyse; Ausland; Schriftliche Übung; Teaching theory; Theory of teaching; Unterrichtstheorie; Türkei
Abstract	The present study aims to examine the mathematical language use of primary prospective teachers through the mathematical texts they write. Forty-seven 3rd-year prospective teachers studying in the Department of Mathematics Education at a university participated in the study. The prospective teachers were asked to solve 4 open-ended mathematics problems, in which 3 of them were taken from the Programme for International Student Assessment (PISA) 2012. The data were analyzed through the content analysis method. The main findings of the study illustrate that the language used by the prospective teachers in the mathematical texts they have written were incomplete or incorrect in logical connective use, equal, congruent, approximate symbols, time measurement expressions, rational numbers, abbreviation, division algorithm, ratio-proportion representation and the presentation of solutions. The errors and ambiguity in participants' proportion. (As Provided).
Anmerkungen	University of Malaya Faculty of Education. Kuala Lumpur 50603 Malaysia. Web site: https://mojes.um.edu.my/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01