Categorizing pupils' written answers to a mathematics test question: 'I know but I can't explain'
H. Evens, and J. Houssart. Educational Research, 46 (3):
269-282(2004)This paper utilizes Toulmin's original framework to analyse over 400 answers given by 11-year-olds to a question on a written mathematics test. The question required children to say whether a given statement is true and give a written explanation. Categorizations of answers are developed from the data and examined, suggesting that many children appeared to understand the mathematics but were not able to give adequate explanations. Findings are also compared with other researchers' findings. In contrast to other studies, a large category of non-valid answers appear mathematical, but are largely restatement of the information the children were given. Although only a minority provided explanations deemed worthy of a mark, further analysis demonstrates greater degrees of comprehension than this suggests. Teaching strategies for building children's expressive and specifying skills are identified..
Please choose a person to relate this publication to
To differ between persons with the same name, the academic degree and the title of an important publication will be displayed. You can also use the button next to the name to display some publications already assigned to the person.
Giving examples and making general statements: 'two odds
always make an even (in maths)'J. Houssart, and H. Evens. Proceedings of the sixth British Congress of Mathematics Education held at the University of Warwick, page 65-72. bsrlm, (2005)Categorizing pupils' written answers to a mathematics test question: 'I know but I can't explain'H. Evens, and J. Houssart. Educational Research, 46 (3):
269-282(2004)This paper utilizes Toulmin's original framework to analyse over 400 answers given by 11-year-olds to a question on a written mathematics test. The question required children to say whether a given statement is true and give a written explanation. Categorizations of answers are developed from the data and examined, suggesting that many children appeared to understand the mathematics but were not able to give adequate explanations. Findings are also compared with other researchers' findings. In contrast to other studies, a large category of non-valid answers appear mathematical, but are largely restatement of the information the children were given. Although only a minority provided explanations deemed worthy of a mark, further analysis demonstrates greater degrees of comprehension than this suggests. Teaching strategies for building children's expressive and specifying skills are identified..
Select or create another person
You can add a new person with the name "Houssart, Jenny", or you can connect "Houssart, Jenny" with a person entry that is so far only been referred to by another name (such as a former name or an alias name).
Your choice of the person associated to the publication can be saved in our system, so that no other have to make this choice again. Do you want to save your choice?
Disambiguation
The disambiguation is part of the BibSonomy genealogy project and is used to link unassigned publications to an existing person. You see the referenced publication of the author "Houssart, Jenny", a list of already existing persons with the same author-name, and if available, other publications associated to them. Now you have the option to assign this publication to a person or create a new one.