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| Abstract: |
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This paper focuses on relationships between vocabulary in mathematical tasks and aspects of reading and solving these tasks. The paper contains a framework that highlights a number of different aspects of word difficulty as well as many issues to consider when planning and implementing empirical studies concerning vocabulary in tasks, where the aspect of common/uncommon words is one important part. The paper also presents an empirical method where corpora are used to investigate issues of vocabulary in mathematical tasks. The results from the empirical study show that there are connections between different types of vocabulary and task difficulty, but that they seem to be mainly an effect of the total number of words in a task.
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Magnus Österholm
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Umeå University
Umeå School of Education
Faculty of Science and
Technology
Department of Science
and Mathematics Education
Umeå Mathematics
Education Research Centre
Mid Sweden University
Faculty of Science,
Technology and Media
Department of Engineering,
Mathematics and Science
Education
Monash University
Faculty of Education
Linköping University
The Institute of Technology
Department of Mathematics
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