Using Transactional Reading Strategies To Support Sense-Making and Discussion in Mathematics Classrooms: An Exploratory Study.

摘要: In this study we explore the potential for mathematics instruction of four reading strategies grounded in transactional theory. On basis descriptive 18 instructional episodes developed 4 secondary classes as a result collaborative action research, show that encouraging students to talk, write, draw, and enact texts can provide them with concrete ways construct negotiate interpretations what they read. addition helping better understand text read, acting on out allow use springboard sense-making discussion important mathematical ideas issues about nature mathematics, especially when these experiences are supported by compatible classroom norms values.