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The roles of prior knowledge when students interpret mathematical texts
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC).
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, 431-440 p.Chapter 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. 431-440 p.
Series
The Montana Mathematics Enthusiast Monograph Series in Mathematics Education, ISSN 1551-3440 ; 10
Keyword [en]
cognitive perspective, mathematical text, prior knowledge, reading comprehension
National Category
Didactics Other Mathematics
Research subject
didactics of mathematics
Identifiers
URN: urn:nbn:se:umu:diva-34764ISI: 000281829500030ISBN: 9781617350986 (häftad) (print)ISBN: 9781617350993 (print)ISBN: 9781617351006 (print)OAI: oai:DiVA.org:umu-34764DiVA: diva2:324999
Available from: 2010-06-16 Created: 2010-06-16 Last updated: 2013-07-04Bibliographically approved

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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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  • de-DE
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  • en-US
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  • nn-NO
  • nn-NB
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  • Other locale
More languages
Output format
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  • asciidoc
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