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- Dyrvold, Anneli, 1970-
(författare)
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Läsa matematik eller matematisk läsning?
- 2017
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Ingår i: Dyslexi. - Stockholm : Svenska Dyslexiföreningen. - 1401-2480. ; 22:3, s. 18-23
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Artikeln belyser olika aspekter av förhållandet mellan matematik och språk. En viktig poäng är att dessa båda inte bör ses som åtskilda. Att behärska ämnet matematik innebär även att behärska ämnets språk. Således utgår artikeln från en förståelse av ämnesspråket som en del av matematiken, inte enbart som ett verktyg för att kommunicera matematik.
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| 2. |
- Dyrvold, Anneli, 1970-
(författare)
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The mathematics in the taskstext
- 2017
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Ingår i: PME 41. Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education. - Singapore. - 9789811137426 ; , s. 2-289-2-296
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Konferensbidrag (refereegranskat)abstract
- This study focuses on textual features that can be demanding in the reading of mathematics tasks. Two types of qualitative analyses are conducted on a few tasks to explore and evaluate what some previous statistical relations between particular textual features and the tasks reading demand stand for. First, the type of progression between the content represented as natural language is analysed. Second, the interaction between all semiotic resources of the text (i.e. natural language, mathematical notation, and images) is analysed. Preliminary results indicate that a reading demand that is unwanted in mathematics tasks seems to be related to features of the natural language but not to interaction between words and images or mathematical notation.
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| 3. |
- Dyrvold, Anneli, 1970-
(författare)
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Which textual features are difficult when reading and solving mathematics tasks?
- 2017
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Ingår i: Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10). - Dublin : Dublin City University. - 9781873769737 ; , s. 1412-1413
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Konferensbidrag (refereegranskat)abstract
- Despite the digital revolution much of the mathematics practiced in schools is still tightly bound to two-dimensional texts. This emphasis on text is neither surprising, nor inadequate, since mathematics has developed through a long history with the use of written text, consisting of natural language, mathematical notation and images. Natural language is our native language consisting of letters and words (see e.g., www.oed.com). Different features of the mathematics text are also important in written tests, since reading the text is part of the assessment. If the text is hard to read, that difficulty can be relevant as part of assessing the communicative competence in mathematics. Crucial is, however, whether potentially difficult textual features are part of what the assessment aims at. This issue is investigated in the current study, using a synthesis of statistical results and qualitative analyses of task text.
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