Students’ Ability to Use and Understand Mathematical Language with Their Teacher’s Ability to Notice the Ways of How Students Use Mathematical Language?
Abstract
This study not only focused on investigating
seventh grade estudents’ use of mathematical language correctly, but it also
focused on teacher noticing, which includes
being able to make sense of students’ thinking and the ways of how they
used mathematical languages to convey their thinking.For this purpose, we
worked with three seventh-grade students who demonstrated different achievement
levels in mathematics and their math teacher. We used student journals and
student interviews in order to investigate students’ use of mathematical
language; while we used teacher logs and teacher interview to investigate the
process of teacher noticing. Grounded-theory approach guided the analysis of
the data collected. Each interview was transcribed and interesting issues regarding students’ use of
mathematical language and teacher noticing were summarized. This study
demonstrated that students tended to use mathematical language; however, how
often they used mathematical language and how accurate they used it to convey
their thinking varied based on their academic achievements. Additionally, participant
teacher’s level of noticing of the students’ use of mathematical language
differed based on students’ academic achievements.
Keywords
Teacher noticing,Mathematical language,Concepts of area,Geometrical reasoning skills
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