[{"keyword":["General Mathematics","Education"],"language":[{"iso":"eng"}],"publication":"International Journal of Science and Mathematics Education","abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title><jats:p>Even in the digital age, learning mathematics at an academic level still requires much reading of mathematical text. Research has shown that reading mathematical text requires readers to engage with all the structures of the book and with its pedagogical voice, making connections, and plausible reasoning. Specific practices and strategies that support the close reading of mathematical text have been suggested; however, descriptions and empirical evaluations of materials designed to support these activities are rare. We present the design and first evaluation cycle of materials developed in a design research project that aims to scaffold close reading of mathematical text. The materials were designed and evaluated in a German university course on elementary geometry for first-year teacher education students who study mathematics to become primary teachers. The reading strategies were explained and modeled for students in reading-strategy videos. Additionally, close reading of mathematical text was scaffolded by close-reading tasks and homework tasks and problems that build on the reading strategies and were specifically designed to foster understanding of the mathematical text. Survey data were collected from 296 students to evaluate their use of and attitude toward the different materials. The quantitative results indicate that students used the materials and were generally able to learn the course content by themselves. From all provided materials, they found the close-reading tasks most helpful. A qualitative analysis of answers to open questions revealed issues with different materials, particularly with the script, and requests for additional materials. The issues with the script were categorized inductively. The categories are presented as a qualitative result of the study and discussed.</jats:p>"}],"publisher":"Springer","date_created":"2023-05-09T14:03:15Z","title":"Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation","quality_controlled":"1","issue":"S1","year":"2022","_id":"44689","department":[{"_id":"360"}],"user_id":"31132","type":"journal_article","status":"public","date_updated":"2024-04-18T08:22:47Z","volume":20,"author":[{"first_name":"Sebastian","last_name":"Rezat","id":"31132","full_name":"Rezat, Sebastian"},{"first_name":"Sara Naseem","full_name":"Malik, Sara Naseem","id":"38640","last_name":"Malik"},{"first_name":"Markus","last_name":"Leifeld","full_name":"Leifeld, Markus"}],"doi":"10.1007/s10763-022-10309-y","publication_identifier":{"issn":["1571-0068","1573-1774"]},"publication_status":"published","page":"215-236","intvolume":"        20","citation":{"ieee":"S. Rezat, S. N. Malik, and M. Leifeld, “Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation,” <i>International Journal of Science and Mathematics Education</i>, vol. 20, no. S1, pp. 215–236, 2022, doi: <a href=\"https://doi.org/10.1007/s10763-022-10309-y\">10.1007/s10763-022-10309-y</a>.","chicago":"Rezat, Sebastian, Sara Naseem Malik, and Markus Leifeld. “Scaffolding Close Reading of Mathematical Text in Pre-Service Primary Teacher Education at the Tertiary Level: Design and Evaluation.” <i>International Journal of Science and Mathematics Education</i> 20, no. S1 (2022): 215–36. <a href=\"https://doi.org/10.1007/s10763-022-10309-y\">https://doi.org/10.1007/s10763-022-10309-y</a>.","ama":"Rezat S, Malik SN, Leifeld M. Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation. <i>International Journal of Science and Mathematics Education</i>. 2022;20(S1):215-236. doi:<a href=\"https://doi.org/10.1007/s10763-022-10309-y\">10.1007/s10763-022-10309-y</a>","apa":"Rezat, S., Malik, S. N., &#38; Leifeld, M. (2022). Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation. <i>International Journal of Science and Mathematics Education</i>, <i>20</i>(S1), 215–236. <a href=\"https://doi.org/10.1007/s10763-022-10309-y\">https://doi.org/10.1007/s10763-022-10309-y</a>","bibtex":"@article{Rezat_Malik_Leifeld_2022, title={Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation}, volume={20}, DOI={<a href=\"https://doi.org/10.1007/s10763-022-10309-y\">10.1007/s10763-022-10309-y</a>}, number={S1}, journal={International Journal of Science and Mathematics Education}, publisher={Springer}, author={Rezat, Sebastian and Malik, Sara Naseem and Leifeld, Markus}, year={2022}, pages={215–236} }","short":"S. Rezat, S.N. Malik, M. Leifeld, International Journal of Science and Mathematics Education 20 (2022) 215–236.","mla":"Rezat, Sebastian, et al. “Scaffolding Close Reading of Mathematical Text in Pre-Service Primary Teacher Education at the Tertiary Level: Design and Evaluation.” <i>International Journal of Science and Mathematics Education</i>, vol. 20, no. S1, Springer, 2022, pp. 215–36, doi:<a href=\"https://doi.org/10.1007/s10763-022-10309-y\">10.1007/s10763-022-10309-y</a>."}},{"keyword":["General Mathematics","Education"],"language":[{"iso":"eng"}],"_id":"48323","department":[{"_id":"643"}],"user_id":"37888","status":"public","publication":"International Journal of Science and Mathematics Education","type":"journal_article","title":"Is Formal Language Proficiency in the Home Language Required to Profit from a Bilingual Teaching Intervention in Mathematics? A Mixed Methods Study on Fostering Multilingual Students’ Conceptual Understanding","doi":"10.1007/s10763-017-9857-8","publisher":"Springer Science and Business Media LLC","date_updated":"2024-04-18T09:04:07Z","volume":17,"date_created":"2023-10-19T09:31:20Z","author":[{"full_name":"Schüler-Meyer, Alexander","last_name":"Schüler-Meyer","first_name":"Alexander"},{"full_name":"Prediger, Susanne","last_name":"Prediger","first_name":"Susanne"},{"last_name":"Kuzu","full_name":"Kuzu, Taha","first_name":"Taha"},{"last_name":"Wessel","full_name":"Wessel, Lena","id":"85190","first_name":"Lena"},{"first_name":"Angelika","full_name":"Redder, Angelika","last_name":"Redder"}],"year":"2017","intvolume":"        17","page":"317-339","citation":{"mla":"Schüler-Meyer, Alexander, et al. “Is Formal Language Proficiency in the Home Language Required to Profit from a Bilingual Teaching Intervention in Mathematics? A Mixed Methods Study on Fostering Multilingual Students’ Conceptual Understanding.” <i>International Journal of Science and Mathematics Education</i>, vol. 17, no. 2, Springer Science and Business Media LLC, 2017, pp. 317–39, doi:<a href=\"https://doi.org/10.1007/s10763-017-9857-8\">10.1007/s10763-017-9857-8</a>.","bibtex":"@article{Schüler-Meyer_Prediger_Kuzu_Wessel_Redder_2017, title={Is Formal Language Proficiency in the Home Language Required to Profit from a Bilingual Teaching Intervention in Mathematics? A Mixed Methods Study on Fostering Multilingual Students’ Conceptual Understanding}, volume={17}, DOI={<a href=\"https://doi.org/10.1007/s10763-017-9857-8\">10.1007/s10763-017-9857-8</a>}, number={2}, journal={International Journal of Science and Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Schüler-Meyer, Alexander and Prediger, Susanne and Kuzu, Taha and Wessel, Lena and Redder, Angelika}, year={2017}, pages={317–339} }","short":"A. Schüler-Meyer, S. Prediger, T. Kuzu, L. Wessel, A. Redder, International Journal of Science and Mathematics Education 17 (2017) 317–339.","apa":"Schüler-Meyer, A., Prediger, S., Kuzu, T., Wessel, L., &#38; Redder, A. (2017). Is Formal Language Proficiency in the Home Language Required to Profit from a Bilingual Teaching Intervention in Mathematics? A Mixed Methods Study on Fostering Multilingual Students’ Conceptual Understanding. <i>International Journal of Science and Mathematics Education</i>, <i>17</i>(2), 317–339. <a href=\"https://doi.org/10.1007/s10763-017-9857-8\">https://doi.org/10.1007/s10763-017-9857-8</a>","ieee":"A. Schüler-Meyer, S. Prediger, T. Kuzu, L. Wessel, and A. Redder, “Is Formal Language Proficiency in the Home Language Required to Profit from a Bilingual Teaching Intervention in Mathematics? A Mixed Methods Study on Fostering Multilingual Students’ Conceptual Understanding,” <i>International Journal of Science and Mathematics Education</i>, vol. 17, no. 2, pp. 317–339, 2017, doi: <a href=\"https://doi.org/10.1007/s10763-017-9857-8\">10.1007/s10763-017-9857-8</a>.","chicago":"Schüler-Meyer, Alexander, Susanne Prediger, Taha Kuzu, Lena Wessel, and Angelika Redder. “Is Formal Language Proficiency in the Home Language Required to Profit from a Bilingual Teaching Intervention in Mathematics? A Mixed Methods Study on Fostering Multilingual Students’ Conceptual Understanding.” <i>International Journal of Science and Mathematics Education</i> 17, no. 2 (2017): 317–39. <a href=\"https://doi.org/10.1007/s10763-017-9857-8\">https://doi.org/10.1007/s10763-017-9857-8</a>.","ama":"Schüler-Meyer A, Prediger S, Kuzu T, Wessel L, Redder A. Is Formal Language Proficiency in the Home Language Required to Profit from a Bilingual Teaching Intervention in Mathematics? A Mixed Methods Study on Fostering Multilingual Students’ Conceptual Understanding. <i>International Journal of Science and Mathematics Education</i>. 2017;17(2):317-339. doi:<a href=\"https://doi.org/10.1007/s10763-017-9857-8\">10.1007/s10763-017-9857-8</a>"},"publication_identifier":{"issn":["1571-0068","1573-1774"]},"publication_status":"published","issue":"2"}]