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The Relationship between the Use of Representations and Instructional Discourse in Mathematics Tasks [microform] / Ilonca Hardy
Bib ID 5682166
Format BookBook, MicroformMicroform, OnlineOnline
Author
Hardy, Ilonca
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 2001 
31 p. 
Summary

The optimal use of representations in furthering mathematical discourse of high quality may depend on the function a representation fulfills during task completion. Tasks may be differentiated into Low Structure Representation (LSR) tasks (open task statement with emergent use of representations), and High Structure Representation (HSR) tasks (explicit use of representations in the task statement). This study identifies differences in the instructional discourse associated with HSR and LSR tasks. Since HSR tasks unnecessarily constrain problem solving, it is hypothesized that instructional discourse will incorporate less negotiation of mathematical meanings than discourse associated with LSR tasks. This study uses a subsample of 60 lessons from the TIMSS-Video study, which was part of the Third International Mathematics and Science Study (TIMSS). It suggests that the two indices for quality of instructional discourse--structure of discourse with regard to the extent of interconnectedness, and content of discourse with regard to its treatment of mathematical procedures and explanation--do not occur independently of each other. Appended are high and Low Structure Representation Tasks. (Contains 21 references and 1 table.) (ASK)

Notes

ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001).

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Cross Cultural Studies.  |  Discourse Modes.  |  Foreign Countries.  |  Grade 8.  |  Junior High Schools.  |  Mathematics Instruction.  |  Representations (Mathematics)
Form/genre Reports, Research.  |  Speeches/Meeting Papers.
Available From ERIC 
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100 1 |aHardy, Ilonca.
245 1 4 |aThe Relationship between the Use of Representations and Instructional Discourse in Mathematics Tasks|h[microform] /|cIlonca Hardy.
260 |a[Washington, D.C.] :|bDistributed by ERIC Clearinghouse,|c2001.
300 |a31 p.
500 |aERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001).|5ericd
520 |aThe optimal use of representations in furthering mathematical discourse of high quality may depend on the function a representation fulfills during task completion. Tasks may be differentiated into Low Structure Representation (LSR) tasks (open task statement with emergent use of representations), and High Structure Representation (HSR) tasks (explicit use of representations in the task statement). This study identifies differences in the instructional discourse associated with HSR and LSR tasks. Since HSR tasks unnecessarily constrain problem solving, it is hypothesized that instructional discourse will incorporate less negotiation of mathematical meanings than discourse associated with LSR tasks. This study uses a subsample of 60 lessons from the TIMSS-Video study, which was part of the Third International Mathematics and Science Study (TIMSS). It suggests that the two indices for quality of instructional discourse--structure of discourse with regard to the extent of interconnectedness, and content of discourse with regard to its treatment of mathematical procedures and explanation--do not occur independently of each other. Appended are high and Low Structure Representation Tasks. (Contains 21 references and 1 table.) (ASK)
530 |aMay also be available online. Address as at 14/8/18:|uhttps://eric.ed.gov/
533 |aMicrofiche.|b[Washington D.C.]:|cERIC Clearinghouse|emicrofiches : positive.
650 0 7 |aCross Cultural Studies.|2ericd
650 1 7 |aDiscourse Modes.|2ericd
650 0 7 |aForeign Countries.|2ericd
650 0 7 |aGrade 8.|2ericd
650 0 7 |aJunior High Schools.|2ericd
650 1 7 |aMathematics Instruction.|2ericd
653 1 |aRepresentations (Mathematics)
655 7 |aReports, Research.|2ericd
655 7 |aSpeeches/Meeting Papers.|2ericd
856 4 1 |uhttps://eric.ed.gov/?id=ED454046
984 |aANL|cmc 2253 ED454046|d77000000452145
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