NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: ED584314
Record Type: Non-Journal
Publication Date: 2015-Nov
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
Using Writing to Encourage PSMTS' Reflections on Ambiguity in Mathematical Language
Kenney, Rachael H.; Montan, Nick
North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015)
Literature suggests that the mathematical language of teachers impacts a student's understanding of math concepts. When teachers unintentionally use ambiguous language, students' understanding of a subject can be negatively affected. We share background on specific instances in which teachers can create confusion with the language they use, and we investigate both pre-service teachers' and college algebra students' concepts of three common terms in mathematics: Solve, Evaluate, and Simplify by asking both groups to unpack their understanding of these terms through a writing prompt. We compare the language used by both groups in their definitions. Preservice teachers' reflections on their experience with the writing prompt are also examined to identify ways that such a task can help them identify gaps in their own understanding and in their thinking about student learning. [For the complete proceedings, see ED583989.]
North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A