Types of Mathematics-Language Reading Interactions that Unnecessarily Hinder Algebra Learning and Assessment

By C. Lager. 2006

100 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/56b19c3a631a69a50939dc74b840a95e0e846293

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Nonie K. Lesaux
2. R. Vukovic
3. A. Lash
4. E. Trumbull
5. Michael J. Kieffer
6. N. Schmitt
7. S. R. Powell
8. S. Forsyth

In Education

1. Nonie K. Lesaux
2. R. Vukovic
3. A. Lash
4. E. Trumbull
5. S. R. Powell
6. Michael J. Kieffer
7. S. Forsyth
8. N. Schmitt

In Statistics and Probability

1. Nonie K. Lesaux
2. R. Vukovic
3. A. Lash
4. E. Trumbull
5. S. R. Powell
6. Michael J. Kieffer
7. S. Forsyth

Citations in the corpus

• The Relationship between Linguistic Skills and Arithmetic Knowledge. (2013, methodology): “This relationship should continue to be examined across developmental stages, especially as the language demands during mathematics instruction and in mathematics textbooks intensify with increasing years of schooling (Bielenberg & Wong Fillmore, 2004/2005; Lager, 2006; RAND Mathematics Study Panel,”
• Understanding Formative Assessment Insights from Learning Theory and Measurement Theory (2013, background): “Language is the principal medium for teaching and learning (Bailey, Burkett, & Freeman, 2008), for mentally representing and think ing through problems (Durán, 1985; Lager, 2006), and for gain ing an understanding of how other people think (Bronkart, 1995).”