How Do Adolescents Employ Metacognitive Strategies to Read Symbolic Mathematics? A Mixed-Methods Investigation

• In Event: Roundtable Session 47
  In Roundtable Session: Secondary and Postsecondary Mathematics Conceptions and Understanding

Abstract

There is an extensive body of literature describing how students learn to read English. However, we are just beginning to explore the demands of reading mathematical texts. More importantly, the relationship between the ability read symbolic mathematics and mathematics achievement is largely unexplored. This paper addresses this essential question: How do students read symbolic mathematics? The results of focused research questions from a larger concurrent parallel mixed methods study suggest that students read symbolic mathematics in accordance with Seigler’s overlapping waves model. Novices tend to read using literal translations of symbols. Learners tend to support comprehension with meaningful translations during reading. Experts revert to minimal literal translations. The implications for disciplinary literacy instruction in mathematics are discussed.

Authors

• Marcia Gail Headley, University of Cincinnati

• Laura E. Kelley, University of Cincinnati