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ERIC Number: EJ1040885
Record Type: Journal
Publication Date: 2013-Sep
Pages: 22
Abstractor: As Provided
Reference Count: 50
ISBN: N/A
ISSN: ISSN-1033-2170
Fostering German-Language Learners' Constructions of Meanings for Fractions--Design and Effects of a Language-and Mathematics-Integrated Intervention
Prediger, Susanne; Wessel, Lena
Mathematics Education Research Journal, v25 n3 p435-456 Sep 2013
Learning situations that concentrate on conceptual understanding are particularly challenging for learners with limited proficiency in the language of instruction. This article presents an intervention on fractions for Grade 7 in which linguistic challenges and conceptual mathematical challenges were treated in an integrated way. The quantitative evaluation in a pre-test post-test control-group design shows high effect sizes for the growth of conceptual understanding of fractions. The qualitative in-depth analysis of the initiated learning processes contributes to understanding the complex interplay between the construction of meaning and activating linguistic means in school and technical registers.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Junior High Schools; Middle Schools; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A