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Uncommon vocabulary in mathematical tasks in relation to demand of reading ability and solution frequency
Umeå universitet, Institutionen för matematik och matematisk statistik.
Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM).
2015 (English)In: Nordisk matematikkdidaktikk, ISSN 1104-2176, Vol. 20, no 1, 5-31 p.Article 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
2015. Vol. 20, no 1, 5-31 p.
National Category
Didactics Other Mathematics
Research subject
didactics of mathematics
Identifiers
URN: urn:nbn:se:miun:diva-30155OAI: oai:DiVA.org:miun-30155DiVA: diva2:1074511
Available from: 2017-02-15 Created: 2017-02-15 Last updated: 2017-02-17Bibliographically approved

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Österholm, Magnus
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CiteExportLink to record
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  • apa
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