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The roles of prior knowledge when students interpret mathematical texts
Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik.
2010 (English)In: The first sourcebook on nordic research in mathematics education: Norway, Sweden, Iceland, Denmark and contributions from Finland / [ed] Bharath Sriraman, Christer Bergsten, Simon Goodchild, Gudbjorg Palsdottir, Bettina Dahl Søndergaard & Lenni Haapasalo, Charlotte, NC, USA: Information Age Publishing , 2010, p. 431-440Chapter in book (Refereed)
Abstract [en]

In this chapter I examine what roles different types of prior knowledge have in the comprehension process when reading mathematical texts. Through theoretical analyses, three central aspects are highlighted; cognitive structure, cognitive process, and metacognition. For all these three aspects, questions arise regarding relationships between general and content-specific types of prior knowledge. Some empirical studies are described that study these questions.

Place, publisher, year, edition, pages
Charlotte, NC, USA: Information Age Publishing , 2010. p. 431-440
Series
The Montana Mathematics Enthusiast Monograph Series in Mathematics Education, ISSN 1551-3440 ; 10
Keywords [en]
cognitive perspective, mathematical text, prior knowledge, reading comprehension
National Category
Didactics Other Mathematics
Research subject
didactics of mathematics
Identifiers
URN: urn:nbn:se:miun:diva-30167ISI: 000281829500030ISBN: 9781617350986 (print)ISBN: 9781617350993 (print)ISBN: 9781617351006 (electronic)OAI: oai:DiVA.org:miun-30167DiVA, id: diva2:1074520
Available from: 2010-06-16 Created: 2017-02-15Bibliographically approved

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Österholm, Magnus

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CiteExportLink to record
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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
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Language
  • de-DE
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  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
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  • asciidoc
  • rtf