Browsing All Posts filed under »Math«

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 […]

Opening the Mathematics Text by Paul Ernest et al.

September 22, 2012 by

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Freitas, Elizabeth, Kathleen Nolan, and Paul Ernest. “Opening the Mathematics Text: What Does It Say?” In Opening the Research Text, 46:65–96. Mathematics Education Library. Springer US, 2008. http://www.springerlink.com/content/rxm124q7xjnv5676/abstract/. Methods: I consider the content and function of mathematical text. The term ‘text’ refers to written mathematical text, spoken text and texts presented multi-modally. I explore both […]

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 […]