Vocabulary in Learning Processes towards Conceptual Understanding of Equivalent Fractions--Specifying Students' Language Demands on the Basis of Lexical Trace Analyses

Autor/in	Wessel, Lena
Titel	Vocabulary in Learning Processes towards Conceptual Understanding of Equivalent Fractions--Specifying Students' Language Demands on the Basis of Lexical Trace Analyses
Quelle	In: Mathematics Education Research Journal, 32 (2020) 4, S.653-681 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wessel, Lena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-019-00284-z
Schlagwörter	Vocabulary Development; Learning Processes; Fractions; Mathematics Instruction; Secondary School Students; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Learning process; Lernprozess; Bruchrechnung; Mathematics lessons; Mathematikunterricht; Sekundarschüler; Ausland; Deutschland
Abstract	Although the teaching of vocabulary in mathematics lessons is requested in content- and language-integrated lesson designs, the clarification of the specific lexical language demands is still an open question for many mathematical topics. In a content- and language-integrated lesson design towards understanding the concept of equivalent fractions, the vocabulary (words and phrases) used by 17 students has been analyzed with qualitative means of data analysis. The qualitative in-depth analyses underline the importance of meaning-related vocabulary for making structural relations between the fractions in view explicit. Quantitative analyses of inventoried vocabulary for the four categories "self-initiated by students," "triggered by teaching material," "triggered by teacher," or "triggered by peers" show the relations of collective and autonomous vocabularies from which the students retrieve their lexical means in oral and written language production. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01