東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Mathematics Language Practices in Ea...

Sabree, Minnah Jirani.

Linked to FindBook

Google Book

Amazon

博客來

Mathematics Language Practices in Early Childhood Classrooms.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Mathematics Language Practices in Early Childhood Classrooms./
Author:	Sabree, Minnah Jirani.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	203 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-02, Section: A.
Contained By:	Dissertations Abstracts International81-02A.
Subject:	Mathematics education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=22582815
ISBN:	9781085634328

Mathematics Language Practices in Early Childhood Classrooms.
Sabree, Minnah Jirani.

Mathematics Language Practices in Early Childhood Classrooms. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 203 p.

Source: Dissertations Abstracts International, Volume: 81-02, Section: A.

Thesis (Ph.D.)--Fordham University, 2019.

This item must not be sold to any third party vendors.

Mathematics vocabulary knowledge is a crucial component of students' success in the understanding, use, and communication of mathematics. Mathematics vocabulary can be difficult to learn as it consists of both technical terminology as well as words from everyday language that have different meanings within the domain of mathematics. Beginning such instruction in the primary grades would support students' conceptual understanding and communication of mathematics throughout their years of schooling (Hassinger-Das, Jordan, & Dyson, 2015; Hong, 1999). The current state of mathematics vocabulary instruction in schools is largely unknown. This purpose of this observational study was to ascertain the extent to which mathematics vocabulary instruction occurred in the primary grades and the instructional practices teachers utilized during such instruction. Data were collected through the use of questionnaires, classroom observations, and interviews. The findings of the study revealed that teachers employed three categories of instructional practices to teach mathematics vocabulary to primary grade children: explanations, visuals, and demonstrations. During some episodes of mathematics vocabulary instruction, teachers utilized two or more practices. Findings also indicated that teachers taught some vocabulary words multiple times. Examination of the teachers' views on why they taught mathematics vocabulary showed that the teachers believed that mathematics vocabulary was essential to students' mathematics learning and that both teachers and students should use mathematics vocabulary during lessons. Implications for classroom instruction and teacher education are also discussed.

ISBN: 9781085634328Subjects--Topical Terms:

641129
Mathematics education.
Subjects--Index Terms:

Early childhood mathematics

Mathematics Language Practices in Early Childhood Classrooms.
LDR:02929nmm a2200385 4500 001 2279841
005 20210823091356.5
008 220723s2019 ||||||||||||||||| ||eng d
020 $a 9781085634328
035 $a (MiAaPQ)AAI22582815
035 $a AAI22582815
040 $a MiAaPQ $c MiAaPQ
100 1 $a Sabree, Minnah Jirani. $3 3558323
245 1 0 $a Mathematics Language Practices in Early Childhood Classrooms.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 203 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-02, Section: A.
500 $a Advisor: Zhang, Chun.
502 $a Thesis (Ph.D.)--Fordham University, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a Mathematics vocabulary knowledge is a crucial component of students' success in the understanding, use, and communication of mathematics. Mathematics vocabulary can be difficult to learn as it consists of both technical terminology as well as words from everyday language that have different meanings within the domain of mathematics. Beginning such instruction in the primary grades would support students' conceptual understanding and communication of mathematics throughout their years of schooling (Hassinger-Das, Jordan, & Dyson, 2015; Hong, 1999). The current state of mathematics vocabulary instruction in schools is largely unknown. This purpose of this observational study was to ascertain the extent to which mathematics vocabulary instruction occurred in the primary grades and the instructional practices teachers utilized during such instruction. Data were collected through the use of questionnaires, classroom observations, and interviews. The findings of the study revealed that teachers employed three categories of instructional practices to teach mathematics vocabulary to primary grade children: explanations, visuals, and demonstrations. During some episodes of mathematics vocabulary instruction, teachers utilized two or more practices. Findings also indicated that teachers taught some vocabulary words multiple times. Examination of the teachers' views on why they taught mathematics vocabulary showed that the teachers believed that mathematics vocabulary was essential to students' mathematics learning and that both teachers and students should use mathematics vocabulary during lessons. Implications for classroom instruction and teacher education are also discussed.
590 $a School code: 0072.
650 4 $a Mathematics education. $3 641129
650 4 $a Early childhood education. $3 518817
650 4 $a Language arts. $3 532624
653 $a Early childhood mathematics
653 $a Mathematics language
653 $a Mathematics literacy
653 $a Mathematics vocabulary
653 $a Mathematics vocabulary instruction
653 $a Vocabulary instruction
690 $a 0280
690 $a 0518
690 $a 0279
710 2 $a Fordham University. $b Division of Curriculum & Teaching. $3 1679712
773 0 $t Dissertations Abstracts International $g 81-02A.
790 $a 0072
791 $a Ph.D.
792 $a 2019
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=22582815