Unit:
Διαπανεπιστημιακό ΠΜΣ Διδακτική και Μεθοδολογία των ΜαθηματικώνLibrary of the School of Science
Supervisors info:
Ξανθή (Ξένια) Βαμβακούση Επίκ. Καθηγήτρια Π.Τ.Ν. Πανεπιστήμιο Ιωαννίνων (Επιβλέπουσα), Δέσποινα Πόταρη Καθηγήτρια ΕΚΠΑ, Θεοδόσης Ζαχαριάδης Καθηγητής ΕΚΠΑ
Original Title:
Η κατανόηση του μαθηματικού κειμένου του σχολικού εγχειριδίου από τους μαθητές: Πόσο εύκολο είναι το θέμα της θεωρίας;
Translated title:
Reading comprehension of the mathematical texts in secondary education schoolbook. How easy is the theory question of the exams?
Summary:
The issue of mathematical text comprehension, especially of the school
mathematics textbooksand other educational materials, has become of interest to
researchersfollowingthe development of various online education services and
the growing need for autonomy in learning. In Greece, the understanding of the
textbook content is assessed in school and university entrance examinations and
adds up to 25% of the exam scores. Understanding the mathematical text requires
several reading skills and especially well developed metacognitive skills and
strategies which enable the student to know whether they understand the text
and if not, what is that they don’t understand. This master’s thesis attempts
to investigate if and how the content of the high school geometry textbook is
understood by 14year-old students. The findings of this empirical study which
has a quantitative and qualitative part are examined in order to investigate
whether students "read" the textbook effectively, if there is any difficulty in
understanding, and what factors may contribute to it. The results show that
many students find it difficult to understand in depth the contents of the
textbook and suggest that there is a need to include in the mathematics
classroom more explicit teaching of reading comprehension skills and strategies
Keywords:
Mathematics education , Content area reading, Reading comprehension
Number of references:
142
