Language For Learning Mathematics
Assessment For Learning In Practice
1st Edition
Published on 1. June 2006
136 pages
978-0-335-22614-6 (ISBN)
Description
Many pupils find it difficult to express ideas in mathematics because of problems with the language that is used to convey mathematical concepts. This book shows teachers how to help pupils express what they really know and understand, so that assessment for learning can be used.
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Clare Lee
Language for Learning Mathematics: Assessment for Learning in Practice
Assessment for Learning in Practice
Book
06/2006
Open University Press
€54.65
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Content
- Fron Cover
- Half Title
- Title
- Copyright
- Contents
- Acknowledgements
- How this book tells its story
- Chapter 01 Increase discourse - increase learning
- Discourse and Assessment for Learning
- Mathematical language - a barrier to overcome
- Increase mathematical discourse, increase learning
- The benefits of pupils' involvement in mathematical discourse
- Communities outside the classroom
- Making connections in mathematics
- Action research
- Chapter 02 Mathematical language - what it is and what it isn't
- The mathematics register
- Important features of the mathematics register
- Issues in using mathematical language in the classroom
- Conclusion
- Chapter 03 Starting to talk in the mathematics classroom
- Organizing the classroom
- Including everyone in the discourse - getting the ethos right
- Time is a big issue in learning
- Building a facility with mathematical language
- Practical approaches to use in the classroom
- Conclusion
- Chapter 04 Assessment for Learning
- Introduction
- Learning objectives and success criteria
- Questions and answers
- Feedback
- Peer and self-assessment
- Conclusion
- Chapter 05 Going further with purposeful communication in mathematics
- Involving the pupils in the learning process
- Challenge is an issue in pupils' learning
- Literacy and mathematics
- Conclusion
- Chapter 06 The source of the ideas -delving into theory
- Introduction
- An overview of the theory linking language and learning
- Mathematical language and theories of learning
- Assessment for Learning
- The mathematics classroom as a discourse community
- Thinking and speech are intimately connected in the learning process
- Changes in the teacher's and the pupils' role in a mathematical discourse community
- Changing practice
- Conclusion
- Chapter 07 Looking at practice more deeply
- A discourse community
- Key characteristics of a discourse community
- Changing practice
- The end - or the beginning?
- References
- Index
- Back Cover
