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Uncommon vocabulary in mathematical tasks in relation to demand of reading ability and solution frequency
Umeå University.ORCID iD: 0000-0003-1055-6179
Umeå University.
Umeå University.
2015 (English)In: Nordic Studies in Mathematics Education, Vol. 20, no 1, p. 101-128Article in journal (Refereed) Published
Abstract [en]

This study reports on the relation between commonness of the vocabulary used in mathematics tasks and aspects of students’ reading and solving of the tasks. The vocabulary in PISA tasks is analyzed according to how common the words are in a mathematical and an everyday context. The study examines correlations between different aspects of task difficulty and the presence of different types of uncommon vocabulary. The results show that the amount of words that are uncommon in both contexts are most important in relation to the reading and solving of the tasks. These words are not connected to the solution frequency of the task but to the demand of reading ability when solving the task

Place, publisher, year, edition, pages
Göteborg: Nationellt centrum för matematikutbildning (NCM), 2015. Vol. 20, no 1, p. 101-128
National Category
Didactics
Research subject
Mathematics
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URN: urn:nbn:se:uu:diva-354600OAI: oai:DiVA.org:uu-354600DiVA, id: diva2:1221911
Available from: 2018-06-20 Created: 2018-06-20 Last updated: 2018-06-21Bibliographically approved

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Dyrvold, A, Bergqvist, E. & Österholm, M(671 kB)2 downloads
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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf