Difficulties of construction and formulating geometric proofs by Lebanese middle school students learning math in English (Record no. 21736)

MARC details
000 -LEADER
fixed length control field 02820nam a2200217Ia 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191211131634.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Al Masri, Hanan Moukhtar
Miscellaneous information Master Education
245 10 - TITLE STATEMENT
Title Difficulties of construction and formulating geometric proofs by Lebanese middle school students learning math in English
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Lebanese American University. School of Arts and Sciences. Education Department
Date of publication, distribution, etc. 2013
300 ## - PHYSICAL DESCRIPTION
Extent 361 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. Developing geometric proofs is an important aspect of the Lebanese mathematics curriculum. Accordingly, exploration of the difficulties that the Lebanese middle school students who learn mathematics using their non-native language (English) is a crucial issue for research. The present study aims at exploring the difficulties, particularly language difficulties that the Lebanese middle school students (grades 6 to 9) who learn mathematics using their non-native language (English) face when constructing and formulating geometric proofs. The study took place at a private school located in Beirut during one academic year. Difficulties were investigated through interviews, tests, and clinical interviews. The interview was with the middle school math coordinator. Two Tests 1 and 2 were specifically prepared based on the Lebanese national curriculum objectives at each of the grade levels 6 to 9 and held at the end of the academic year separated by a duration of one week. Tests 1 and 2 consisted of isomathic problems that varied in terms of proof and language complexity levels. During each of the Tests 1 and 2 at each grade level, randomly selected students were clinically interviewed to provide the researcher with better insightful interpretation of the difficulties faced. Results of the study showed that students’ difficulties when constructing and formulating geometric proofs were related to difficulties in Understanding the Notion of Proof (UNP), Setting Proof Plans (SPP), Conducting Deductive Reasoning (CDR), Understanding-Applying Mathematical Concepts (UAMC), Comprehending Mathematical Texts (CMT), and Writing Mathematical Texts (WMT). Yet, these difficulties varied in their level from grade level to another and according to the proof and language complexity levels of the proof tasks.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Cycle moyen L’enseignement du Maths
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Intermediate Education Math education Language of teaching Learning Difficulties
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Langue d’enseignement Difficultés d'apprentissage
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element المرحلة المتوسطة تعليم الرياضيات لغة التعليم الصعوبات التعلمية
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=83489">http://search.shamaa.org/FullRecord?ID=83489</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
Source of classification or shelving scheme Dewey Decimal Classification

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