Abstract
What does it mean? I don't get it! If students grasp the meanings of statements the next question becomes: How do you do it? Much… much later, it is followed by more questions: What is the point? Why do we learn it? These are typical questions reluctant students in a compulsory mathematics course invariably ask when unable to comprehend the literal and mathematical meanings of statements presented as word problems and/or combinations of numerical, symbolic, graphical and geometrical representations. The paper discusses some examples of general strategies that might overcome this literacy and numeracy nightmare every time students encounter incomprehensible mathematics problems.
| Original language | English |
|---|---|
| Title of host publication | Multiliteracies & English Teaching K-12 In The Age of Information & Communication Technologies |
| Editors | Di Hansford |
| Place of Publication | Armidale, Australia |
| Publisher | University of New England |
| Pages | 1-16 |
| ISBN (Print) | 1863899383 |
| Publication status | Published - 2005 |
| Event | Multiliteracies and English Teaching K-12 in the Age of Information and Communication Technologies - University of New England, Armidale, Australia Duration: 24 Nov 2004 → 27 Nov 2004 |
Conference
| Conference | Multiliteracies and English Teaching K-12 in the Age of Information and Communication Technologies |
|---|---|
| City | Armidale, Australia |
| Period | 24/11/04 → 27/11/04 |
Keywords
- Mathematics and Numeracy Curriculum and Pedagogy
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