Abstract:

In this paper we introduce all the elements that compose a systemic theoretical framework and the tools for a qualitative longitudinal research study about the development of thinking and reasoning mathematical competence when reading. Results of PISA 2000, 2003, 2006 and TIMSS have made evident that there has been a generalised descent in reading competence. In particular in Spain the average of descent has been especially notorious when students are asked to communicate in, with and about mathematics, because they are not able to use the knowledge and skills that they have learnt at school when they are in front of new results. As a consequence, OCDE recommends that reading and the improvement of reading understanding will be a major aim for Spanish society, authorities, families, schools and mass media. In order to take in consideration this recommendation, the Ministry of Education and Culture has introduced in the 2007 new curriculum the suggestion of having a specific time of reading and the inclusion of ICT in all the levels and subjects of education; and the proposal of elaboration and development of studies that go in deep in the teaching of the reading understanding, its assessment and the incidence of ICT. One proposal of study is LECTMAT (La lectura como estrategias para el desarrollo del pensamiento y razonamiento matemático) “Reading a strategy for developing mathematical thinking and reasoning” with k9 Compulsory Secondary Students. It means from a systemic point of view assessing in an integrated manner the students’ skills, attitudes and competences when they are reading from a traditional or an innovative perspective, using or not ICT tools. This mixture of different didactical methods and aims for reading needs a wide theoretical framework. Our proposal is a 3C-didactical component that it can be characterized as:
• Skill-driven learning (combines self-paced learning with instructor support to develop specific knowledge and skills). In this case the skills are reading strategies as: summarising a text, identifying the main idea, the structure of the text, anticipating the end, giving hypothesis of meaning, interpreting the results, comparing and integrating different information, making deductions, valuing the content, form, relating the content with own knowledge and experiences.
• Attitude-driven learning (combines various events and delivery media to develop specific behaviours). Behaviours that appear because students have different affective, cognitive, values and difficulties when reading in mathematics classroom.
• Competency-driven learning (combines performance support tools with knowledge management resources and mentoring to develop workspace competencies). This workspace should let students to develop reading, communication in, with and about thinking and reasoning in mathematics with the digital competence.
The integration of all those aspects is done from a “blended learning approach” with three different components. A content component that makes learning material available to a learner; a communication, that offers interpersonal exchange between learners or learners and tutors; a constructive, that facilitates and guides individual as well cooperative learning activity to actively operate on learning tasks (or assignments) with different degrees of complexities.

Keywords:

Mathematics, reading, competence, attitudes.