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ERIC Number: ED454046
Record Type: Non-Journal
Publication Date: 2001-Apr
Pages: 31
Abstractor: N/A
Reference Count: N/A
The Relationship between the Use of Representations and Instructional Discourse in Mathematics Tasks.
Hardy, Ilonca
The optimal use of representations in furthering mathematical discourse of high quality may depend on the function a representation fulfills during task completion. Tasks may be differentiated into Low Structure Representation (LSR) tasks (open task statement with emergent use of representations), and High Structure Representation (HSR) tasks (explicit use of representations in the task statement). This study identifies differences in the instructional discourse associated with HSR and LSR tasks. Since HSR tasks unnecessarily constrain problem solving, it is hypothesized that instructional discourse will incorporate less negotiation of mathematical meanings than discourse associated with LSR tasks. This study uses a subsample of 60 lessons from the TIMSS-Video study, which was part of the Third International Mathematics and Science Study (TIMSS). It suggests that the two indices for quality of instructional discourse--structure of discourse with regard to the extent of interconnectedness, and content of discourse with regard to its treatment of mathematical procedures and explanation--do not occur independently of each other. Appended are high and Low Structure Representation Tasks. (Contains 21 references and 1 table.) (ASK)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A