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ERIC Number: EJ1216636
Record Type: Journal
Publication Date: 2019
Pages: 29
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1473-0111
Mathematical Representational Code Switching
Bossé, Michael J.; Bayaga, Anass; Fountain, Catherine; Young, Erica Slate
International Journal for Mathematics Teaching and Learning, v20 n1 p33-61 2019
This study investigates representational code-switching (RCS) by considering three high school students' communications in the process of comparing and contrasting pairs of representations (e.g., equation and graph) in the context of rational functions. Supporting this study is research in the realms of students interacting with mathematical representations, practicing language learning, and linguistic code-switching (LCS). Attention is given to assessing student mathematical understanding based on frequency and type of RCS performed. This investigation concludes that RCS demonstrates either weaker or stronger mathematical performance depending on whether the RCS evidences semantic elaboration, isomorphic and transcendent connections, and domain register knowledge.
Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail: feedback@cimt.org.uk; Web site: http://www.cimt.org.uk/ijmtl/index.php/IJMTL/about
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A