Browsing All Posts filed under »Annotated Bibliographies«

Design for Learning by Dirksen

April 4, 2013 by

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Dirksen, Julie. 2011. Design for How People Learn. New Riders. Findings: When it’s two different teachers, some of the differences are due to personality or charisma, but those aren’t usually the only differences. And when it’s an e-learning course, there’s no teacher at all. How is a really good e-learning course different from just reading […]

Principles of Readability

March 30, 2013 by

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DuBay, William H. “The principles of readability.” Impact Information (2004): 1-76. Key Passages Findings:  What is readability? Readability is what makes some texts easier to read than others. It is often confused with legibility, which concerns typeface and layout.  George Klare (1963) defines readability as “the ease of understanding or comprehension due to the style […]

Discourse Analysis and Mathematics Texts by Le Roux

September 23, 2012 by

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Le Roux, K. (2008). Relevance and access in undergraduate mathematics: Using discourse analysis to study mathematics texts. In J. F. Matos , P. Valero, & K. Yasukawa (Eds.), Proceedings of the Fifth International Mathematics Education and Society Conference (pp. 340-351). Centro de Investigação em Educação, Universidade de Liboa and the Department of Education, Learning and […]

Shepherd, Selden, Selden and Observing How Students Read Textbooks

September 23, 2012 by

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Shepherd, Mary D., Annie Selden, and John Selden. 2012. “University Students’ Reading of Their First-Year Mathematics Textbooks.” Mathematical Thinking and Learning 14 (3): 226–256. doi:10.1080/10986065.2012.682959. Methods: Examines textbook reading of 11 beginning undergrad students from perspectives of working tasks in the passages read, the writing style of US math textbooks, and reading comprehension literature. (227) […]

Math Reasoning Calculus Textbook Exercises by Lithner

September 23, 2012 by

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Lithner, Johan. 2004. “Mathematical Reasoning in Calculus Textbook Exercises.” The Journal of Mathematical Behavior 23 (4): 405–427. doi:10.1016/j.jmathb.2004.09.003. Methods: However, in this paper I will: (i) study more carefully some of the mathematically superficial strategies and reasoning possible to use when solving exercises; (ii) propose a framework that can be applied to study students actual […]

Mesa and Instructor’s Mediation of the Math Textbook

September 22, 2012 by

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Mesa, Vilma, and Brett Griffiths. “Textbook Mediation of Teaching: An Example from Tertiary Mathematics Instructors.” Educational Studies in Mathematics 79, no. 1 (2012): 85–107. Methods: Drawing on data from interviews with mathematics faculty in three different types of undergraduate institutions and using Rabardel’s model of instrument use (Vérillon & Rabardel 1995), we describe three ways […]

Zebenvergen, Linguistic Capital and Math Classes in Australia

September 22, 2012 by

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Zevenbergen, R. (2000). “Cracking the code” of mathematics: School success as a function of linguistic, social and cultural background. In J. Boalezr (Ed.), Multiple perspectives on mathematics teaching and learning. . New York: JAI/Ablex. Methods: Three common communicative strategies found in mathematics classrooms form the basis of this chapter. The first is the type of […]

Schleppegrell’s Linguistic Tools To Explore Equity in Math Ed

September 21, 2012 by

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Schleppegrell, M. (2012). Linguistic tools for exploring issues of equity. In B. Herbel-Eisenmann, J. Choppin, D. Wagner & D. Pimm (Eds.), Equity in Discourse for Mathematics Education: Theories, Practices, and Policies (pp. 109-124). New York: Springer. Methods: systemic functional linguistics1 (SFL), a theory of language that recognizes that language var- ies according to the context […]

Mary J. Schleppegrell Synthesizes Literature on the Linguistic Challenges of Math

September 9, 2012 by

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Schleppegrell, Mary J. 2007. “The Linguistic Challenges of Mathematics Teaching and Learning: A Research Review.” Reading & Writing Quarterly 23 (2): 139–159. doi:10.1080/10573560601158461. Methods: This article synthesizes research by applied linguists and mathematics educators to highlight the linguistic challenges of mathematics learning and suggest some pedagogical practices that may help learners develop mathematical understanding. (139) […]

Struggling Readers and Content Text

September 8, 2012 by

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Hall, Leigh A. 2005. Struggling Readers and Content Area Text: Interactions with and Perceptions of Comprehension, Self, and Success, 29 1–19. (Temporarily forgot the page numbers from where I got all this) Methods:  This year-long case study examines how a struggling reader in a sixth-grade social studies class, a seventh grade mathematics class, and an […]