Which Potential Linguistic Challenges do Pre-Service Teachers Identify in a Mathematical Expository Text?

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH

Journal fur Mathematik-Didaktik Pub Date : 2023-04-26 DOI:10.1007/s13138-023-00220-6

Anselm R Strohmaier, Isabel Albrecht, Anke Schmitz, Poldi Kuhl, Dominik Leiss

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引用次数: 1

Abstract

Language is a crucial aspect of mathematical thinking and learning, and it is therefore essential for teachers to be equipped with the skills required for linguistically responsive teaching. This includes the ability to identify potential linguistic challenges in expository texts. In the present study, we investigated the ability of pre-service teachers (N = 115) to identify potential linguistic challenges in a mathematical expository text for ninth graders. Participants identified about 12% of the potential linguistic challenges that were previously identified by a reference expert group. They identified challenges more frequently that were on the word level and considered to be mathematics-specific by the experts. Subjective judgements of disciplinarity of the challenges differed between participants, and between participants and experts. No differences in the ability to identify potential linguistic challenges were found between participants who studied language arts (German or English) or mathematics as a subject. Our results indicate that pre-service teachers may not be adequately prepared to identify and respond to linguistic challenges in mathematical expository texts.

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职前教师在数学说明文中发现了哪些潜在的语言挑战？

语言是数学思维和学习的一个重要方面，因此，教师必须具备语言反应教学所需的技能。这包括识别解释性文本中潜在的语言挑战的能力。在本研究中，我们调查了职前教师的能力（N = 115）来识别九年级学生数学解释性文本中潜在的语言挑战。参与者确定了之前由参考专家组确定的约12%的潜在语言挑战。他们更频繁地发现了单词层面的挑战，专家们认为这些挑战是数学特有的。参与者之间以及参与者和专家之间对挑战的纪律性的主观判断不同。研究语言艺术（德语或英语）或数学的参与者在识别潜在语言挑战的能力方面没有发现差异。我们的研究结果表明，职前教师可能没有充分准备好识别和应对数学解释性文本中的语言挑战。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal fur Mathematik-Didaktik EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.30

自引率

22.20%

发文量

期刊介绍： ZielsetzungenDas ''Journal für Mathematik-Didaktik'' (JMD) publiziert Originalbeiträge aus allen Bereichen mathematikdidaktischer Forschung und Entwicklung. Eingereichte Texte werden in der Regel von drei anonym bleibenden FachgutachterInnen bewertet, die das Herausgebergremium des JMD benennt. Das Herausgebergremium entscheidet aufgrund der Gutachten und eigener Fachkompetenz über das weitere Vorgehen (wie Ablehnung, eventuelle Änderungsauflagen und/oder den Abdruck des Textes im JMD). Das JMD ist offen für Forschungsarbeiten aus Bezugswissenschaften (wie Pädagogik, Psychologie, Soziologie oder Philosophie) und Nachbarwissenschaften (wie Didaktik der Physik oder Sprachdidaktik), sofern sich die Beiträge in ihrem Schwerpunkt auf das Lernen und Lehren von Mathematik beziehen.Das JMD ist das offizielle Organ der Gesellschaft für Didaktik der Mathematik (GDM). Aims & ScopeThe “Journal für Mathematik-Didaktik” (JMD) publishes original work from all areas of research in mathematics education. Submitted articles will be anonymously reviewed by three experts who are appointed by the journals’ editors. The JMD is open to research in related disciplines (such as pedagogy, psychology, or science education), provided the main scope of the article remains the learning and teaching of mathematics.The JMD is the official journal of the GDM – Gesellschaft für Didaktik der Mathematik (Society of Didactics of Mathematics).