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Castro, Encarnación; Cañadas, María C.; Molina, Marta; Rodríguez-Domingo, Susana – Educational Studies in Mathematics, 2022
This paper describes the difficulties faced by a group of middle school students (13- to 15-year-olds) attempting to translate algebraic statements written in verbal language into symbolic language and vice versa. The data used were drawn from their replies to a written quiz and semi-structured interviews. In the former, students were confronted…
Descriptors: Algebra, Middle School Students, Translation, Symbolic Language
Aydin-Güç, Funda; Türker, Ahmet Anil – International Journal of Curriculum and Instruction, 2021
The study aimed to determine the noticing skills of mathematics teachers to their students' misconceptions in written responses. The study adopted case study design, one of the qualitative research methods. The participants of the study comprised 20 volunteer middle school mathematics teachers from 9 different cities and 16 different schools that…
Descriptors: Foreign Countries, Mathematics Teachers, Middle School Teachers, Observation
von Gillern, Sam; Stufft, Carolyn – Literacy, 2023
This study examines how 31 middle-school children conducted multimodal analyses of video games. Over four consecutive days, students played video games for 30 minutes and then wrote written reflections about the multimodal symbols within the game and how these symbols influenced their interpretation and decision-making processes during gameplay.…
Descriptors: Children, Middle School Students, Metacognition, Play
Annie L. Reid; Kathleen J. Porter; Brittany M. Kirkpatrick; Donna-Jean P. Brock; Christopher J. Altizer; Jamie M. Zoellner – Health Education Research, 2024
Kids SIP"smart"ER is a 6-month behavioral and health literacy intervention effective at reducing sugar-sweetened beverage (SSB) intake among middle school students and their caregivers in the rural Appalachian region. This exploratory mixed methods study utilized a convergent parallel design to assess participant acceptability of a…
Descriptors: Caregivers, Middle School Students, Eating Habits, Health Promotion
Lepak, Jerilynn; Going, Taren – Mathematics Teacher: Learning and Teaching PK-12, 2022
Argumentation is an important mathematical practice, highlighted by research and policy documents that describe ways to structure reform-oriented classrooms (Nardi and Knuth 2017; NCTM 2000; NGA Center and CCSSI 2010). Participating in argumentation can enhance students' mathematics learning as they make sense of mathematical ideas, provide…
Descriptors: Persuasive Discourse, Mathematics Education, Oral Language, Written Language
Abu-Rabia, Salim – Reading Psychology, 2021
The Arabic writing system allows for two representations: vowelized or non-vowelized. The vowelized writing, which characterizes the writing in the Koran, classical literature and children's books, includes the long and short vowels and all the vowels, including the vowels that express syntax functions (the final vowels). In non-vowelized writing,…
Descriptors: Semitic Languages, Written Language, Vowels, Syntax
Riel, Jeremy; Lawless, Kimberly A.; Oren, James B. – Online Learning, 2022
In this study, different degrees of synchronous and asynchronous online social interactions are investigated in the context of an online educational roleplaying simulation game that is played across multiple classrooms simultaneously to teach argumentation skills and social studies. Results from 45 K-12 middle school social studies teachers and…
Descriptors: Comparative Analysis, Asynchronous Communication, Synchronous Communication, Discussion
Campbell, Tye G.; King, Shande; Zelkowski, Jeremy – Research in Mathematics Education, 2021
Previous research making claims about students' proving capabilities usually only explored one modality (e.g. oral or written arguments). This study compares the written and oral representations of eighth-grade students' mathematical arguments to determine whether the two modalities portray similar understandings. We replicate Stylianides' (2019)…
Descriptors: Middle School Students, Grade 8, Oral Language, Written Language
Jiazhou Yao; Marianne Turner – International Journal of Bilingual Education and Bilingualism, 2024
Interest in formal Nuosu Yi language programmes has been waning in Liangshan, China, even though Nuosu Yi continues to be widely spoken among Yi residents. In this paper, we adopt Hornberger (2004. "The Continua of Biliteracy and the Bilingual Educator: Educational Linguistics in Practice." "International Journal of Bilingual…
Descriptors: Literacy Education, Bilingual Education Programs, Second Language Learning, Native Language
Reguieg, Fatima Zohra; Hamitouche, Fatiha – Arab World English Journal, 2022
The current research is significant. It aims to improve learners' writing and facilitate their academic achievement. This study examines learners' and teachers' preferences to written corrective feedback types in enhancing EFL learners writing. The main research question is to investigate the likes of teaches and learners regarding written…
Descriptors: Preferences, Written Language, Error Correction, Feedback (Response)
Bose, Arindam – ZDM: Mathematics Education, 2021
There is a disconnect between what most curricular documents suggest about connecting classroom pedagogy with learners' language and everyday context, and what the language of mathematics textbooks and the language of mathematics classroom practices present. Attempting to bridge this gap is often a design challenge for classroom teaching practices…
Descriptors: Multilingualism, Mathematics Instruction, Teaching Methods, Instructional Design
Wood, Carla L.; Schatschneider, Christopher; Hart, Sara – Reading & Writing Quarterly, 2020
This study aimed to describe 1-year changes in students' vocabulary in written narratives. Secondary aims included examination of accuracy and the relationship between lexical diversity and achievement. Participants included 749 students in first through eighth grades. Within-subjects 1-year change in diversity, productivity, and accuracy was…
Descriptors: Vocabulary Development, Elementary School Students, Middle School Students, Written Language
Proctor, C. Patrick; Li, Zhushan; Daley, Samantha G.; Xu, Yang; Graham, Steve; Hall, Tracey E. – Elementary School Journal, 2020
Orthographic and linguistic knowledge are known predictors of reading and writing, yet little research with adolescent readers explores how such knowledge predicts reading and writing in a single model. We worked with 583 adolescent readers in remedial reading classes in grades 6-8 to collect indicators of orthographic and linguistic knowledge as…
Descriptors: Middle School Students, Early Adolescents, Remedial Reading, Reading Comprehension
Karchmer-Klein, Rachel; Shinas, Valerie Harlow – Journal of Research in Reading, 2019
Background: The purpose of this study was to examine how skilled adolescent readers draw on their prior knowledge of multimodality and narrative text structure when navigating an intentionally designed digital narrative text. We know that skilled middle-school readers have been taught narrative text structure and that adolescents who use the…
Descriptors: Adolescents, Middle School Students, Navigation, Prior Learning
Shi, Changyan; Pongpairoj, Nattama – LEARN Journal: Language Education and Acquisition Research Network, 2020
Based on third language acquisition theories (Flynn, Foley, & Vinnitskaya, 2004; Marx & Hufeisen, 2004; Rothman, 2010, 2015) and cross-linguistic influence (Sharwood Smith & Kellerman, 1986), this study explored the written production errors of L3 English acquisition of word order in the affirmative and interrogative structures by L1…
Descriptors: Second Language Learning, Multilingualism, English (Second Language), Mandarin Chinese