Really That’s Probably About Roughly What Goes Down: Hesitancies and Uncertainties in Mathematics Assessment Interactions  

Oleh:

Meaney, Tamsin

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language and Education (Full Text) vol. 20 no. 5 (2006), page 374-390.
Topik: assessment; language; mathematics; student differences; uncertainty
Fulltext: Vol. 20, No. 5, p 374 - 390.pdf (241.02KB)

Isi artikel

This research examines how primary school children exhibit uncertainty in their spoken responses to mathematics assessment tasks. Students displayed uncertainty about: what was expected of them in a task; what information was provided; the correctness of their answers, and the exactness of their answers. The use of uncertainty devices and hesitation was related to: the task requirements; the accuracy of what was being proposed; the need to reduce the speaker’s loss of face, and the need to show deference to the listener. Different groups (boys/girls, students from high/low decile schools, Pacific Island/non-Pacific Island students and Year 4/Year 8) expressed hesitations and uncertainties in different ways.

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