Writing Mathematically: The Discourse of 'Investigation'
School mathematics curricula internationally tend to emphasise problem-solving and have led to the development of opportunities for children to do maths in a more open, creative way. This has led to increased interest in 'performance-based' assessment, which involves children in substantial production of written language to serve as 'evidence' of their mathematical activity and achievement. However, this raises two important questions. Firstly, does this writing accurately present children's mathematical activity and ability? Secondly, do maths teachers have sufficient linguistic awareness to support their students in developing skills and knowledge necessary for writing effectively in their subject area? The author of this book takes a critical perspective on these questions and, through an investigation of teachers' readings and evaluations of coursework texts, identifies the crucial issues affecting the accurate assessment of school mathematics.
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achieved algebraic notation algebraic symbolism analysis appears aspects assessment practices attempt audience Chapter characteristics characterize mathematical claim Clive’s communication considered constructed context Critical Discourse Analysis curriculum described diagrams discourse of investigation discussed evaluation evidence examination board example expected explanation explicit expressed extension Fiona forms of language formula GCSE coursework genre grade he’s identified Inner Triangles interpreted interview involved judgments Kress lack learning linguistic mathematical activity mathematical language mathematical proof mathematical texts mathematical writing mathematicians mathematics classroom mathematics education mathematics teachers means narrative National Curriculum objects particular pattern piles of rods position presented problem solving pupils question reader relationship role Sandra’s school mathematics seen slant height specific Steven’s structure student texts subject matter suggests task teacher assessment teacher-readers teachers reading tension texts produced thinking Topples traditional mathematics trapezium types understanding variables verbal Writing-to-Learn written