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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ569312
Record Type: CIJE
Publication Date: 1998
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0021-8251
Using Transactional Reading Strategies To Support Sense-Making and Discussion in Mathematics Classrooms: An Exploratory Study.
Borasi, Raffaella; Siegel, Marjorie; Fonzi, Judith; Smith, Constance F.
Journal for Research in Mathematics Education, v29 n3 p275-305 May 1998
Explores the potential for mathematics instruction of four reading strategies grounded in transactional reading theory. Illustrates how encouraging mathematics students to talk, write, draw, and enact texts can provide them with concrete ways to construct and negotiate interpretations of what they read. Contains 41 references. (Author/ASK)
Descriptors: Classroom Communication, Content Area Reading, Mathematics Education, Mathematics Instruction, Qualitative Research, Secondary Education
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A