Using Transactional Reading Strategies to Support Sense-Making and Discussion in Mathematics Classrooms: An Exploratory Study

1998 ◽  
Vol 29 (3) ◽  
pp. 275 ◽  
Author(s):  
Raffaella Borasi ◽  
Marjorie Siegel ◽  
Judith Fonzi ◽  
Constance F. Smith
Keyword(s):  
Exploratory Study ◽  
Reading Strategies ◽  
Sense Making ◽  
Transactional Reading ◽  
Mathematics Classrooms

Using Transactional Reading Strategies to Support Sense-Making and Discussion in Mathematics Classrooms: An Exploratory Study

1998 ◽  
Vol 29 (3) ◽  
pp. 275-305 ◽  
Author(s):  
Raffaella Borasi ◽  
Marjorie Siegal ◽  
Judith Fonzi ◽  
Constance F. Smith
Keyword(s):  
Reading Strategies ◽  
Collaborative Action Research ◽  
Sense Making ◽  
Acting Out ◽  
Mathematics Students ◽  
Classroom Norms ◽  
Transactional Reading ◽  
Reading Theory ◽  
Mathematics Classrooms ◽  
Norms And Values

In this study we explore the potential for mathematics instruction of four reading strategies grounded in transactional reading theory. On the basis of the descriptive study of 18 instructional episodes developed in 4 secondary mathematics classes as a result of collaborative action research, we show that encouraging mathematics students to talk, write, draw, and enact texts can provide them with concrete ways to construct and negotiate interpretations of what they read. In addition to helping students better understand the text read, acting on and acting out a text allow students to use that text as a springboard for sense-making and discussion of important mathematical ideas and issues about the nature of mathematics, especially when these reading experiences are supported by compatible classroom norms and values.

Leveraging Interactive Clickers as a Tool for Formative Assessment

2015 ◽  
pp. 330-350 ◽  
Author(s):  
Drew Polly ◽  
Elizabeth Rodgers ◽  
Melissa Little
Keyword(s):  
Elementary School ◽  
Formative Assessment ◽  
Exploratory Study ◽  
Teaching And Learning ◽  
Elementary Mathematics ◽  
Fourth Grade ◽  
Elementary School Student ◽  
Mathematics Classrooms ◽  
School Classroom ◽  
University Professor

This chapter provides an overview of interactive remote clickers and how they can be used in an elementary school classroom as a tool for formative assessment in mathematics. The authors share the perspective of a university professor, two teachers, and an elementary school student about the benefits of these types of devices in mathematics classrooms. To this end, they present two vignettes from two fourth grade classrooms and findings from an exploratory study that examined the influence of clickers on teaching and learning in classrooms. Implications and recommendations for using these devices in elementary mathematics classrooms are also provided.

An exploratory study to improve reading and comprehending mathematical expressions in braille

2021 ◽  
pp. 026461962110449
Author(s):  
Annemiek van Leendert ◽  
LG Boonstra ◽  
Michiel Doorman ◽  
Paul Drijvers ◽  
Johannes van der Steen ◽  
...  
Keyword(s):  
Retention Test ◽  
Exploratory Study ◽  
Reading Strategies ◽  
Mathematical Structure ◽  
Test Results ◽  
Finger Movements ◽  
Mathematical Structures ◽  
Braille Reader ◽  
Mathematical Expressions ◽  
Braille Display

Braille readers read and comprehend mathematical expressions while moving their fingertips over braille characters. The aim of this exploratory study was to investigate the effect of an intervention that teaches braille readers who use a braille display to use finger movements with a focus on the expression’s mathematical structure. The finger movements involved movements where the two index fingers are about one or two braille cells apart and movements where the index fingers explore different parts of the expression. We investigated to what extent the intervention supports an interplay between finger movements and the expression’s mathematical structure to make the process of calculating the value of an expression easier and to make braille readers more aware of the expression’s structure. Three braille readers, respectively in Grades 7, 8, and 11, received the intervention consisting of five individual lessons. During the pre-, post-, and retention test, the braille readers’ finger movements were video recorded, as well as the time needed to read and process the mathematical tasks. Four expressions were selected for further analysis. The results show that during the posttest, each braille reader required at least 29% less time to read and process the expressions. The retention test results were even better. Scanpaths indicated that braille readers picked up features of mathematical structures more easily after the intervention. Based on our findings, we recommend that braille readers receive lessons in tactile reading strategies that support the reading and processing of mathematical expressions and equations.

EFL learners’ use of online reading strategies and comprehension of texts: An exploratory study

2009 ◽  
Vol 52 (1) ◽  
pp. 13-26 ◽  
Author(s):  
Hsin-chou Huang ◽  
Chiou-lan Chern ◽  
Chih-cheng Lin
Keyword(s):  
Exploratory Study ◽  
Reading Strategies ◽  
Online Reading ◽  
Efl Learners

scholarly journals Digging deeper? Muddling through? How environmental activists make sense and use of science — an exploratory study

2018 ◽  
Vol 17 (03) ◽  
pp. A08 ◽  
Author(s):  
Birte Faehnrich
Keyword(s):  
Information Systems ◽  
Exploratory Study ◽  
Scientific Information ◽  
Sense Making ◽  
Situational Analysis ◽  
Environmental Discourse ◽  
Forest Protection ◽  
Related Information ◽  
Professional Science

This paper focusses on the sense making and use of science by environmental activists. It is based on the assumption that activists — without being scientists or professional science communicators — take up a central role in the environmental discourse concerning the translation of scientific findings and their public dissemination. It is thus asked how environmental activists evaluate the relevance of science for their work, which structures and processes they apply to make sense of science, and how they use science related information to make their voices heard. This paper presents data from a study on Canadian activists regarding their use of scientific information in the field of forest protection. The data, interpreted in the context of a situational analysis, helps to enhance understanding of environmental activists' information systems but also show the strategic use of scientific information by these alternative science communicators.

An Exploratory Study into the Reading Strategies of Learners of Japanese as a Foreign Language

1998 ◽  
Vol 32 (1) ◽  
pp. 1 ◽  
Author(s):  
Michael E. Everson ◽  
Yasumi Kuriya
Keyword(s):  
Foreign Language ◽  
Exploratory Study ◽  
Reading Strategies

scholarly journals An Exploratory Study of Reading Mathematical Expressions by Braille Readers

2019 ◽  
Vol 113 (1) ◽  
pp. 68-80
Author(s):  
Annemiek van Leendert ◽  
Michiel Doorman ◽  
Paul Drijvers ◽  
Johan Pel ◽  
Johannes van der Steen
Keyword(s):  
Exploratory Study ◽  
Reading Strategies ◽  
Mathematical Structure ◽  
Mathematical Expressions ◽  
Mathematical Problems ◽  
Visual Reading ◽  
Motion Capturing

Introduction: Braille readers encounter difficulties when reading mathematical expressions. In this exploratory study, we created a setting to investigate these difficulties. Method: Using a motion-capturing system, we analyzed the tactile strategies of three braille readers while they read mathematical expressions. To compare tactile with visual reading strategies, we also analyzed the oculomotor performance in five print readers. Results: The analysis showed that the two experienced braille readers needed about 3.5 times as much time as print readers to read and solve four items involving mathematical expressions. The braille readers used personal reading strategies for all items with little use of the structure of the expression. In contrast, the reading strategies of print readers showed item-dependent and structure-related characteristics. Discussion: The braille readers had difficulties, within the constraints of tactile reading, to align their reading strategies with the solution procedures required by the mathematical structure of the items. Implications for practitioners: Teachers need to become aware of the kind of problems that braille readers confront when they try to comprehend and solve mathematical problems.

scholarly journals It’s a Relationship Business! An Embedded Network’s Internationalization as a Process of Sense-Giving and Sensemaking: The Case of Japan, Shipping Industry

2019 ◽  
Vol 2 (1) ◽  
pp. 16-29
Author(s):  
Zsuzsanna Járfás
Keyword(s):  
Exploratory Study ◽  
Business Group ◽  
Sense Making ◽  
Effective Management ◽  
Shipping Industry ◽  
Individual Level ◽  
Management Processes ◽  
The Individual ◽  
Shared Understandings ◽  
Power Hierarchy

Abstract This is an exploratory study, it seeks to understand internationalization of a business group as a process of sense-making on the individual level. The focus of the enquiry is a Japanese shipping group, bulk cargo segment and seeks to answer the question how a network’s administrative heritage enables and/or inhibits the performance of relationship management processes in the context of multiple embeddedness and internationalization. The study finds, that the industry at large and the Japanese Business Group (JBG) as institutions act as enablers for the effective management of existing relationships worldwide by delegating action to the field through standardized processes and shared understandings. As for identifying and developing new relational opportunities, JBG as an institution inhibits coordination and sensemaking capabilities by its strict vertical power hierarchy and a concentration of authority and resources in headquarters.

A hospital clerkship program for dental students: an exploratory study

1969 ◽  
Vol 33 (2) ◽  
pp. 224-229
Author(s):  
EA Stuebner ◽  
RP Johnson
Keyword(s):  
Exploratory Study ◽  
Dental Students

Classifying Disfluencies in Preschool- and School-Age Spanish–English Bilinguals Who Do Not Stutter: An Exploratory Study

2020 ◽  
Vol 5 (1) ◽  
pp. 119-130
Author(s):  
Raúl Rojas ◽  
Farzan Irani
Keyword(s):  
Exploratory Study ◽  
Evidence Base ◽  
Medium Effect ◽  
Bilingual Children ◽  
Linear Regression Models ◽  
Cross Sectional ◽  
Total Percentage ◽  
Narrative Production ◽  
Language Measures ◽  
Mean Length Of Utterance

Purpose This exploratory study examined the language skills and the type and frequency of disfluencies in the spoken narrative production of Spanish–English bilingual children who do not stutter. Method A cross-sectional sample of 29 bilingual students (16 boys and 13 girls) enrolled in grades prekindergarten through Grade 4 produced a total of 58 narrative retell language samples in English and Spanish. Key outcome measures in each language included the percentage of normal (%ND) and stuttering-like (%SLD) disfluencies, percentage of words in mazes (%MzWds), number of total words, number of different words, and mean length of utterance in words. Results Cross-linguistic, pairwise comparisons revealed significant differences with medium effect sizes for %ND and %MzWds (both lower for English) as well as for number of different words (lower for Spanish). On average, the total percentage of mazed words was higher than 10% in both languages, a pattern driven primarily by %ND; %SLDs were below 1% in both languages. Multiple linear regression models for %ND and %SLD in each language indicated that %MzWds was the primary predictor across languages beyond other language measures and demographic variables. Conclusions The findings extend the evidence base with regard to the frequency and type of disfluencies that can be expected in bilingual children who do not stutter in grades prekindergarten to Grade 4. The data indicate that %MzWds and %ND can similarly index the normal disfluencies of bilingual children during narrative production. The potential clinical implications of the findings from this study are discussed.

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