INTENTIONALITY OF MATHEMATICAL DISCOURSE: THE NECESSITY OF MATHEMATICAL TRUTHS

2018 ◽  
Keyword(s):  
Mathematical Discourse

Didactic Explanation and School Mathematical Discourse: The Case of Variation

2021 ◽  
Vol 23 (4) ◽  
pp. 207-236
Author(s):  
Evelia Reséndiz Balderas ◽  
Ricardo Arnoldo Cantoral Uriza
Keyword(s):  
Mathematical Discourse

scholarly journals How Does Language Impact the Learning of Mathematics? Let Me Count the Ways

2007 ◽  
Vol 5 (1) ◽  
Author(s):  
Genevieve Boulet
Keyword(s):  
Mathematics Education ◽  
Current Literature ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
Mathematical Discourse ◽  
Mathematical Concepts ◽  
Teachers And Students ◽  
Key Factor

The role that language plays in the teaching and learning of mathematics is at the forefront of current literature in mathematics education. In this paper, I give particular attention to the manner in which teachers and students engage in the exploration of mathematical concepts and procedures with the goal of revealing how language impacts students’ learning. Through a series of examples of language commonly used in the mathematics classroom, I address specific issues pertaining to language used to describe mathematical processes, to read and interpret notation, and to define mathematical terms. Considering that communication is a key factor in the building of understanding, it is hoped that these examples will motivate teachers to examine and to adapt their own practices in order to cultivate productive and meaningful mathematical discourse in their classrooms.

scholarly journals Czy kompetencja arytmetyczna jest uwarunkowana kulturowo?

1970 ◽  
Vol 10 ◽  
pp. 93-108
Author(s):  
Wojciech Krysztofiak
Keyword(s):  
Public Education ◽  
Mathematical Knowledge ◽  
Mathematical Discourse ◽  
Teaching Techniques ◽  
Education Systems ◽  
Models Of Teaching ◽  
Cultural Status ◽  
The Relationship

The purpose of this essay is not to answer the question posed in the title, but to specify the ''preconditions'' for the defense of two opposing stances: mathematical culturalism and mathematical anticulturalism. The names of these stances are not present in the source literature. Introducing them to the debate on the nature of the relationship between expert mathematical knowledge and its folk counterpart is justified, because the dispute concerns i.a. the cultural status of mathematical discourse - especially due to the fact that the acceptance of one of the stances results in rejecting various models of teaching arithmetic in school, considering them incompatible with the stance taken in the dispute. The presented essay does not, however, focus on the strategies, methods, or transfer & teaching techniques concerning mathematics in public education systems.

An Exploration of Conferences Between a Preservice and Inservice Teacher About Mathematical Discourse

2019 ◽  
Vol 55 (1) ◽  
pp. 66-87
Author(s):  
Tutita M. Casa ◽  
Fabiana Cardetti ◽  
Cindy Gilson
Keyword(s):  
Mathematical Discourse ◽  
Inservice Teacher
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