Learning the language of mathematics: a study of student writing

Huang, Jingzi; Normandia, Bruce

doi:10.1111/j.1473-4192.2007.00173.x

Cited by 11 publications

(9 citation statements)

References 23 publications

(44 reference statements)

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“…Other studies take a similar approach, outlining what is necessary to achieve academic literacy for a particular discipline. This follows what Slater and Mohan (2010) refer to as a register, which is the specific language of meanings that belong to a certain discipline, such as science in the case of Huang and Normandia (2007).…”

Section: Cblt and Kfsupporting

confidence: 54%

“…Mohan (1986) claims that the framework "has been applied successfully in the classroom" (p. 46). Most existing research on its use in the classroom is limited to primary school classrooms, though (Huang, 2003;Huang & Morgan, 2003;Huang, Normandia, & Greer, 2005;Huang & Normandia, 2007;Mohan & Slater, 2006;Slater & Mohan, 2010). Whether the KF can help adult learners, as well as young learners, integrate language and content, as well as young learners, requires implementation and examination in the form of a research study.…”

Section: The Knowledge Framework (Kf)mentioning

confidence: 99%

“…These include science classroom studies, which focus on the introduction scientific writing and allows for academic literacy for those in sciences, include studies from Slater (2005, 2006); Huang (2003), Huang and Morgan (2003). Others examine CBLT in the math classroom, such as Huang and Normandia (2007), and Huang, Normandia, and Greer (2005). Other examinations include CBLT and project-based learning (e.g., Slater, Beckett, & Aufderhaar, 2006), and CBLT and literature (Slater & McCrocklin, in press).…”

Section: Cblt and Kfmentioning

confidence: 99%

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The Giver as content-based reading instruction: Student beliefs about using literature for ESL

Brunner¹,

Vaughn²

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Section: Cblt and Kfsupporting

confidence: 54%

Section: The Knowledge Framework (Kf)mentioning

confidence: 99%

Section: Cblt and Kfmentioning

confidence: 99%

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The Giver as content-based reading instruction: Student beliefs about using literature for ESL

Brunner¹,

Vaughn²

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“…Dale & Cuevas (1987) describe MR in terms of the unique vocabulary and syntax (sentence structure), and discourse (whole text features) in which it is expressed. Some scholars have even gone further to claim that mathematical language could be subsumed under verbal language (Sidhu 1984;Eshiwani 1987;Hjelmslev 1974;Pimm 1987;Mutio 1989;Ernest 1991;Huang & Normandia 2007). According to Schindler & Davison (1975), Mathematics Register (MR) is the sense of the meanings by which a natural language accommodates and integrates the mathematical system in natural language as a subsystem of the same linguistic system, thus defining the mathematical use of the natural language.…”

Section: Introductionmentioning

confidence: 99%

The Impact of the Interaction between Verbal and Mathematical Languages in Education

K’Odhiambo

Gunga

2011

Thought pract.

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Since the methods employed during teacher-learner interchange are constrained by the internal structure of a discipline, a study of the interaction amongst verbal language, technical language and structure of disciplines is at the heart of the classic problem of transfer in teaching-learning situations. This paper utilizes the analytic method of philosophy to explore aspects of the role of language in mathematics education, and attempts to harmonize mathematical meanings exposed by verbal language and the precise meanings expressed by the mathematics register (MR) formulated in verbal language. While focusing on the integration of language use and meaning construction in mathematics education, the paper explores the relationship between the conceptual understanding revealed by the mathematics register and the procedural knowledge that refers to the mathematical content through 80 Atieno K.K. Odhiambo and Samson O. Gunga ordinary discourse.

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“…Halliday) view language as a social fact (Leech, 1983). According to the functionalist approach, language is the source of generating meaning (Huang & Normandia, 2007).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Semantic Structure of Classroom Discourse Concerning Proof and Proving in High School Mathematics

Uğurel¹,

Boz-Yaman

2017

International Journal of Research in Education and Science

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Article HistoryReceived: 06 February 2017 This study tries to identify high school students" knowledge about the concept of proof, based on classroom discussion. The processes of discourses, both natural and prompted, are studied as they occur between students and teachers. The study employs discourse analysis as the qualitative research framework. Participants are 13 Science High School students from Izmir (Turkey) in 11th grade and two mathematics and geometry teachers. Data gathered consist of 53 filmed mathematics and geometry classes, recorded over three months, plus researchers" field notes. The focus of the study is on verbal discourse in the classroom between teachers and students. 18 recorded discourses were analyzed after transcription. The theoretical framework of the study is dependent on the social semiotics, with Halliday"s Systemic Functional Linguistics model (SFL) used in the analysis. In the SFL model there are three main components; field of discourse, tenor of discourse, and mode of discourse. This study presents findings and analysis results based on the field of discourse. Emergent findings showed important effects of teacher-student in-class discourses (in terms of the structure, diversity, and pattern characteristics) on the students" learning about proof and knowledge constructions.

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Learning the language of mathematics: a study of student writing

Cited by 11 publications

References 23 publications

The Giver as content-based reading instruction: Student beliefs about using literature for ESL

The Giver as content-based reading instruction: Student beliefs about using literature for ESL

The Impact of the Interaction between Verbal and Mathematical Languages in Education

Semantic Structure of Classroom Discourse Concerning Proof and Proving in High School Mathematics

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