NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ748138
Record Type: Journal
Publication Date: 2006-Mar
Pages: 25
Abstractor: Author
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0013-1954
Investigating Forms of Children's Writing in Grade 7 Mathematics Classrooms
Ntenza, S. Philemon
Educational Studies in Mathematics, v61 n3 p321-345 Mar 2006
Recent changes in mathematics curricula, both in South Africa and elsewhere, have begun to change the overwhelmingly symbolic nature of mathematics in schools (in the sense of use of mathematical symbolism), promoting more use of the oral and written language. Engaging students in "Writing-to-Learn" activities in mathematics classrooms has been identified and claimed by various mathematics education researchers as having a positive impact on the learning of mathematics. In this paper, I report on a piece of research, which is part of a broader study, on forms of mathematical writing and written texts produced by learners in grade 7 (12-13-year-olds) classes in six junior high schools in KwaZulu-Natal, in South Africa.
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 - Descriptive
Education Level: Grade 7; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa