Today, it is almost expected that students learn to precisely communicate their mathematical thinking. In fact, the CCSS stress the importance of precision when communicating with others (CCSSI, 2010). Due to this drive towards precise discourse, it is easy to lose sight of the original purpose for mathematical communication- to help students develop a better understanding of the mathematical concepts (NCTM, 2000). Self-explanation prompts are a common tool used to foster mathematical communication (Chi, 2000). Due to the increased popularity given to the use of self-explanation prompts, many have explored the mediating variables that may influence the effectiveness of this tool on student learning. Unfortunately, the effect of the precision of mathematics vocabulary used when responding has not yet been explored. Findings from this study support the use of both formal and informal expressions to explain a mathematical concept. The key is that students attempt to explain the concept- it does not seem to matter whether they do it formally or informally. The use of informal expressions may however allow the teacher to make a better judgment as to whether the student has a misunderstanding, since the correctness of informal expressions predict procedural knowledge, while the correctness of formal expressions do not. In addition, consistent attempts to use both formal and informal expressions is associated with higher self-explanation scores, and conceptual and procedural knowledge, suggesting that teachers should promote a consistent attempt to explains concepts, regardless of the type of language used. Finally, there is some evidence that the teachers' stress of the importance of precise terminology use influences students' actual use of this formal language. / Educational Psychology
| Identifer | oai:union.ndltd.org:TEMPLE/oai:scholarshare.temple.edu:20.500.12613/3260 |
| Date | January 2015 |
| Creators | McGinn, Kelly Marie |
| Contributors | Booth, Julie L., Newton, Kristie Jones, 1973-, Schifter, Catherine, Hindman, Annemarie H., Cromley, Jennifer |
| Publisher | Temple University. Libraries |
| Source Sets | Temple University |
| Language | English |
| Detected Language | English |
| Type | Thesis/Dissertation, Text |
| Format | 195 pages |
| Rights | IN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available., http://rightsstatements.org/vocab/InC/1.0/ |
| Relation | http://dx.doi.org/10.34944/dspace/3242, Theses and Dissertations |
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