Language process errors in year 9 mathematics problem solving : a multi-strategy language-based intervention
Date of Award
Doctor of Philosophy
School of Education
Faculty of Education and Arts
In the past two decades there has been a growing body of literature acknowledging and supporting the important role that language plays in the teaching and learning of mathematics. There have been numerous and significant research studies drawing special attention to the influence of language factors on mathematics learning. These studies have also indicated the inappropriateness of many remedial mathematics programs in which there is an over-emphasis on the revision of standard algorithms instead of a focus on language based activities (Markshoe, 2000). There appears to be a lack of research that gauges the effectiveness of intervention programs specifically focusing the literacies needed for mathematics.
Access to this thesis - the full text is restricted to current ECU staff and students only. Email request to email@example.com
Chinen, G. Y. (2008). Language process errors in year 9 mathematics problem solving : a multi-strategy language-based intervention. Retrieved from http://ro.ecu.edu.au/theses/197