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  1. NOMAD – 25(3-4), 2020

    Volume 25, No 3-4, October 2020

    e-NOMAD

    [PDF] displays the full text pdf. The two most recent volumes are password protected. Use ”Open access” in the menu for full text of older articles.

    Editorial

    Lena Lindenskov and Pia Beck Tonnesen
    A logical model for interventions for students in mathematics difficulties – improving professionalism and mathematical confidence
    [PDF]

    Juuso Henrik Nieminen
    Student conceptions of assessment accommodations in university mathematics: an analysis of power
    [PDF]

    Leif Bjørn Skorpen
    What the teachers and the students do and how they interact – a comparison of special education teaching and ordinary teaching in mathematics
    [PDF]

    Catarina Andersson
    Formative assessment – from the view of special education teachers in mathematics
    [PDF]

    Helena Roos, Maria Lindfors and Anette Bagger
    Educational settings in relation to special educational needs in mathematics
    [PDF]

    Cecilia Segerby
    Mind the gap between students and their mathematical textbooks
    [PDF]

    Skapad: 2020-11-04 kl. 09:43

  2. NOMAD 25(3-4), 2020

    Mind the gap between students and their mathematical textbooks

    Cecilia Segerby

    Abstract
    Reading and comprehending mathematics textbooks means understanding the global meaning and for this to occur successful comprehension strategies are required. Drawing on the results of a pilot study with six grade 3 students, a relationship between the students’ reading skills and their mathematical skills appeared. To examine this relationship further eighteen students from grades 1, 4 and 7, with different achievement levels were interviewed in this study. Both in the pilot study and in the current study the interview questions were inspired by the comprehension strategies of prediction, clarification, questioning and summarization from Palincsar and Brown’s reciprocal teaching model. These strategies are connected to Halliday’s Systemic functional linguistics to better understand how the textbook context affects students’ use of comprehension strategies. The results show that all students had developed reading comprehension strategies that were more or less successful, starting already from grade 1. Furthermore, the results of this study highlights that all students, independent of their achievement level or grade, require explicit teaching concerning efficient comprehension strategies to grasp the mathematical content being presented in mathematics textbooks.

    Cecilia Segerby
    Cecilia Segerby is senior lecturer at Kristianstad University. Her research interest is in special needs in mathematics with focus on language and preservice special educators’ relational competence.

    Skapad: 2020-11-04 kl. 09:42

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