مورد إلكتروني
Using Halliday's functional grammar to examine early years worded mathematics texts
| العنوان: | Using Halliday's functional grammar to examine early years worded mathematics texts |
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| المصدر: | Australian Journal of Language and Literacy |
| بيانات النشر: | Australian Reading Association 2008 |
| تفاصيل مُضافة: | Abel, Keiran Exley, Beryl |
| نوع الوثيقة: | Electronic Resource |
| مستخلص: | This paper examines the grammatical complexity of six worded mathematics texts. These texts come from a Maths worksheet (Way, 2004) and are typical of those put to early years students to assess their competencies for relating everyday experiences to mathematical operations of addition, subtraction, division and multiplication. Functional grammar (Halliday, 1990), in particular analyses of mood type, clause structure and cohesion, is used to analyse the means of representing experience and instruction in these worded maths texts. This level of analysis exposes the grammatical complexities of these tasks. The research then maps these grammatical forms onto the outcomes of the Queensland Studies Authority (QSA, 2005) draft English Syllabus Years 1-10 and the support document, English Syllabus Years 1-10 Elaborations. The purpose of such an undertaking is to raise questions about what grammatical forms young learners might be able to bring from their experiences in subject English to the demands made of them in subject Maths. The findings reveal that worded maths texts contain distinct grammatical forms not considered as outcomes in subject English for these students. Thus this paper makes two contributions to the literature. Firstly it showcases the usefulness of functional grammar as a tool for understanding the grammatical complexity of aspects of subject specific literacies, in this case, worded maths texts. Secondly it makes a strong statement about the need for teachers to be aware of, and respond to, the specific literacy demands of discrete subject areas. |
| مصطلحات الفهرس: | early years maths, early years operations, functional linguistics, linguistic analysis, worded maths problems, written number stories, Contribution to Journal |
| URL: | Abel, Keiran & Exley, Beryl (2008) Using Halliday's functional grammar to examine early years worded mathematics texts. Australian Journal of Language and Literacy, 31(3), pp. 227-241. |
| الإتاحة: | Open access content. Open access content Copyright 2008 Australian Literacy Educators' Association This work is covered by copyright. Unless the document is being made available under a Creative Commons Licence, you must assume that re-use is limited to personal use and that permission from the copyright owner must be obtained for all other uses. If the document is available under a Creative Commons License (or other specified license) then refer to the Licence for details of permitted re-use. It is a condition of access that users recognise and abide by the legal requirements associated with these rights. If you believe that this work infringes copyright please provide details by email to qut.copyright@qut.edu.au |
| أرقام أخرى: | ATUTQ oai:eprints.qut.edu.au:15461 Faculty of Education 752560652 |
| المصدر المساهم: | QUEENSLAND UNIV OF TECH From OAIster®, provided by the OCLC Cooperative. |
| رقم الأكسشن: | edsoai.ocn752560652 |
| قاعدة البيانات: | OAIster |
| الوصف غير متاح. |