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Justifying the Importance of Incorpo...

Tulino, Michael J. D.

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Justifying the Importance of Incorporating Literacy Strategies in Mathematics Classrooms Utilizing a Comparative Readability Analysis.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Justifying the Importance of Incorporating Literacy Strategies in Mathematics Classrooms Utilizing a Comparative Readability Analysis./
Author:	Tulino, Michael J. D.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2024,
Description:	173 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
Contained By:	Dissertations Abstracts International85-12A.
Subject:	Mathematics education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31142795
ISBN:	9798382835020

Justifying the Importance of Incorporating Literacy Strategies in Mathematics Classrooms Utilizing a Comparative Readability Analysis.
Tulino, Michael J. D.

Justifying the Importance of Incorporating Literacy Strategies in Mathematics Classrooms Utilizing a Comparative Readability Analysis. - Ann Arbor : ProQuest Dissertations & Theses, 2024 - 173 p.

Source: Dissertations Abstracts International, Volume: 85-12, Section: A.

Thesis (Ph.D.)--State University of New York at Buffalo, 2024.

Researchers have demonstrated a much-needed shift in pedagogical practices to incorporate literacy strategies. This dissertation provides additional empirical evidence to expand the body of research by utilizing a comparative readability analysis that examines the academic language of a popular calculus textbook. A sample from the published version of the text was compared to an edited sample prepared to run through the readability formula programs that included the removal of mathematical symbols, variables, equations, and figures. The results demonstrated that there is a significant difference between the assessed readability levels of the published (unedited) and edited texts. When focusing on the academic language of mathematics, the readability levels were drastically higher, providing evidence that mathematical pedagogy should take academic language and reading comprehension into account. Future studies are needed to further the research in teacher preparation programs and professional development courses on how academic language can be leveraged in teaching reading literacy skills in mathematics classrooms to further students' conceptual knowledge.

ISBN: 9798382835020Subjects--Topical Terms:

641129
Mathematics education.
Subjects--Index Terms:

Academic language

Justifying the Importance of Incorporating Literacy Strategies in Mathematics Classrooms Utilizing a Comparative Readability Analysis.
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245 1 0 $a Justifying the Importance of Incorporating Literacy Strategies in Mathematics Classrooms Utilizing a Comparative Readability Analysis.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 173 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
500 $a Includes supplementary digital materials.
500 $a Advisor: Moore-Russo, Deborah.
502 $a Thesis (Ph.D.)--State University of New York at Buffalo, 2024.
520 $a Researchers have demonstrated a much-needed shift in pedagogical practices to incorporate literacy strategies. This dissertation provides additional empirical evidence to expand the body of research by utilizing a comparative readability analysis that examines the academic language of a popular calculus textbook. A sample from the published version of the text was compared to an edited sample prepared to run through the readability formula programs that included the removal of mathematical symbols, variables, equations, and figures. The results demonstrated that there is a significant difference between the assessed readability levels of the published (unedited) and edited texts. When focusing on the academic language of mathematics, the readability levels were drastically higher, providing evidence that mathematical pedagogy should take academic language and reading comprehension into account. Future studies are needed to further the research in teacher preparation programs and professional development courses on how academic language can be leveraged in teaching reading literacy skills in mathematics classrooms to further students' conceptual knowledge.
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653 $a Readability
653 $a Reading comprehension
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