Which textual features are difficult when reading and solving mathematics tasks?

Dyrvold, Anneli,1970-Umeå universitet,Umeå forskningscentrum för matematikdidaktik (UFM),Institutionen för matematik och matematisk statistik (författare)

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.

Umeå universitetUmeå forskningscentrum för matematikdidaktik (UFM) (creator_code:org_t)

Ingår i:Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10)Dublin : Dublin City University, s. 1412-14139781873769737

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