Mapping and Extending the Theoretical Perspectives of Reading in Science and Mathematics Education Research

被引：5

作者：

Tang, Kok-Sing ^{[1
]}

Lin, Sheau-Wen ^{[2
]}

Kaur, Berinderjeet ^{[3
]}

机构：

[1] Curtin Univ, Perth, WA, Australia

[2] Natl Pingtung Univ, Pingtung, Taiwan

[3] Nanyang Technol Univ, Natl Inst Educ, Singapore, Singapore

来源：

INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION | 2022年 / 20卷 / SUPPL 1期

关键词：

Disciplinary literacy; Multimodality; Reading comprehension; Scientific and mathematical literacy; DISCIPLINARY LITERACY; LANGUAGE; INSTRUCTION; COMPREHENSION; TEXTS;

D O I：

10.1007/s10763-022-10322-1

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This introductory paper to the special issue "Reading in Science and Mathematics" presents four major theoretical perspectives of reading, literacy, and language that underpin many studies in this area, including the nine articles selected for this issue. It first outlines several new developments and contemporary issues that drive the growing importance of reading in science and mathematics. It then presents the perspectives that inform and situate the authors' research as reported in this special issue, followed by a brief introduction of their articles situated within each of the perspectives. The four perspectives are reading comprehension, scientific/mathematical literacy, disciplinary literacy, and linguistic/semiotic meaning-making. The purpose in discussing these perspectives is to map out the theoretical terrain in the field and connect the key ideas within the research on reading in science and mathematics.

引用

页码：1 / 15

页数：15

共 50 条

[1] Mapping and Extending the Theoretical Perspectives of Reading in Science and Mathematics Education Research
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Sheau-Wen Lin
Berinderjeet Kaur
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[2] Mapping and Extending the Theoretical Perspectivesof Reading in Science and Mathematics Education Research (vol 20, pg S1, 2022)
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