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Download full textChick, Helen – Mathematics Education Research Group of Australasia, 2015
Mathematical knowledge in classrooms is mediated through the use of both technical and informal language. This paper is a report of a study of the language use of teachers as they examine students' work and discuss teaching for the topic of fraction operations. This provides a window on their pedagogical content knowledge and also on the way in…
Descriptors: Pedagogical Content Knowledge, Mathematics Achievement, Language Usage, Fractions
Peer reviewedSchwartz, Judah; Yerushalmy, Michal – For the Learning of Mathematics, 1995
Contends that, though much attention is given in mathematics to the problem of sensitizing people to the need for identifying elements of a situation and representing them symbolically, little or no effort is devoted to the problem of helping them express the relationships among these elements. (11 references) (MKR)
Descriptors: Courseware, Elementary Secondary Education, Language Role, Mathematical Linguistics
Peer reviewedAdamovic, Charles; Hedden, Carol J. – Science Teacher, 1997
Demonstrates how teachers can move their students from the novice into the expert range of problem-solving strategies. Utilizes a problem-solving model that follows how such skills develop. (DDR)
Descriptors: Classroom Environment, Educational Strategies, Elementary Secondary Education, Knowledge Representation
Peer reviewedSaljo, Roger, Ed. – Learning and Instruction, 1994
This issue contains articles on mathematical modeling of school arithmetic word problems; cognitive load theory; cognitive effects of practical experience for high and low achievers; perspectives of college-bound students on learning mathematics; and training-based assessment of school achievement. (SLD)
Descriptors: Academic Achievement, Cognitive Processes, College Bound Students, Educational Assessment
