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ERIC Number: EJ1107079
Record Type: Journal
Publication Date: 2004
Pages: 7
Abstractor: ERIC
Reference Count: 26
ISBN: N/A
ISSN: ISSN-0228-0671
Teachers' Perceptions of the Benefits of Children Writing in Mathematics Classrooms
Ntenza, S. Philemon
For the Learning of Mathematics, v24 n1 p13-19 2004
This article arises from a broader study that investigates the benefits and forms of mathematical writing and written texts produced by twelve- to thirteen-year-old students in grade seven classes in six junior high schools in KwaZulu-Natal, particularly in the context of major curriculum changes within South Africa, These recent changes in mathematics curricula, both in South Africa and elsewhere, have begun to change the overwhelmingly symbolic nature of mathematics (see, for example, Pimm, 1987, 1995) in schools, promoting more use of the oral and written language Advocates of "writing-to-learn" have suggested fundamental changes to the nature of the curriculum and the way students are taught if the introduction of writing activities in mathematics classrooms is to be effective (Clarke et al, 1993; Morgan, 1998, 2001; Waywood, 1992) In contrast to symbolism and specialist vocabulary, which are perhaps the most obviously visible aspects of many mathematical texts (especially school mathematical texts), "mathematical writing" will be used here to include "grammatical structures and forms of argumentation" (Morgan, 1998, p.3), for example, those mathematical arguments found in proof and proof writing.
FLM Publishing Association. 382 Education South, University of Alberta, Edmonton, Alberta T6G 2G5, Canada. e-mail: flm2@ualberta.ca; Web site: http://flm.educ.ualberta.ca
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Secondary Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa