---
_id: '44689'
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>
author:
- first_name: Sebastian
  full_name: Rezat, Sebastian
  id: '31132'
  last_name: Rezat
- first_name: Sara Naseem
  full_name: Malik, Sara Naseem
  id: '38640'
  last_name: Malik
- first_name: Markus
  full_name: Leifeld, Markus
  last_name: Leifeld
citation:
  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} }'
  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>.'
  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>.'
  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>.'
  short: S. Rezat, S.N. Malik, M. Leifeld, International Journal of Science and Mathematics
    Education 20 (2022) 215–236.
date_created: 2023-05-09T14:03:15Z
date_updated: 2024-04-18T08:22:47Z
department:
- _id: '360'
doi: 10.1007/s10763-022-10309-y
intvolume: '        20'
issue: S1
keyword:
- General Mathematics
- Education
language:
- iso: eng
page: 215-236
publication: International Journal of Science and Mathematics Education
publication_identifier:
  issn:
  - 1571-0068
  - 1573-1774
publication_status: published
publisher: Springer
quality_controlled: '1'
status: public
title: 'Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher
  Education at the Tertiary Level: Design and Evaluation'
type: journal_article
user_id: '31132'
volume: 20
year: '2022'
...
---
_id: '48323'
author:
- first_name: Alexander
  full_name: Schüler-Meyer, Alexander
  last_name: Schüler-Meyer
- first_name: Susanne
  full_name: Prediger, Susanne
  last_name: Prediger
- first_name: Taha
  full_name: Kuzu, Taha
  last_name: Kuzu
- first_name: Lena
  full_name: Wessel, Lena
  id: '85190'
  last_name: Wessel
- first_name: Angelika
  full_name: Redder, Angelika
  last_name: Redder
citation:
  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>
  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>
  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} }'
  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>.'
  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>.'
  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>.
  short: A. Schüler-Meyer, S. Prediger, T. Kuzu, L. Wessel, A. Redder, International
    Journal of Science and Mathematics Education 17 (2017) 317–339.
date_created: 2023-10-19T09:31:20Z
date_updated: 2024-04-18T09:04:07Z
department:
- _id: '643'
doi: 10.1007/s10763-017-9857-8
intvolume: '        17'
issue: '2'
keyword:
- General Mathematics
- Education
language:
- iso: eng
page: 317-339
publication: International Journal of Science and Mathematics Education
publication_identifier:
  issn:
  - 1571-0068
  - 1573-1774
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
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
type: journal_article
user_id: '37888'
volume: 17
year: '2017'
...