The Dilemma of Transparency: Seeing and Seeing through Talk in the Mathematics Classroom

Adler, Jill

doi:10.2307/749629

Cited by 74 publications

(38 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Some of these instances of code switching align with previous studies where code switching was investigated in English as Second Language classrooms [18,[22][23][24][25]. Similar to those studies, the mathematics register entered the conversations through what Moore [32] described as a semantic break.…”

Section: Code Switching Between the Language Of Instruction And The Msupporting

confidence: 64%

“…If language plays a fundamental role in concept development, educators should guide their students to learn new ways of "talking, writing, and thinking" [18] (p. 83). As Scheleppegrell [13] indicated, "learning the language of a new discipline is part of learning the new discipline; the learning is not separated from the language that constructs the new knowledge" (p. 79).…”

Section: Language and Mathematics Teachingmentioning

confidence: 99%

See 1 more Smart Citation

Code-Switching Explorations in Teaching Early Number Sense

et al. 2018

View full text Add to dashboard Cite

Abstract:New semiotic perspectives about the role of language in mathematics education indicate that teachers have a fundamental role in communicating and teaching the language that carries mathematical meaning. However, little is known about how educators of young children understand and use the language of mathematics. This study addresses this void. Supported by the understanding that mathematics has its own language (Pimm, 1987), the study focuses on code switching-the mixing of words from two languages-by educators as they shift between the language of instruction and the language of mathematics. A qualitative multiple case study approach utilizing discourse analysis was used to explore three early years teachers' math talk. Findings indicate that these educators code-switched to the mathematics register when they talked about numbers, number words and counting, to revoice students' ideas, to explain students' and teachers' actions, to provide new math information, and when they chose between two terms that belonged to the math register. Findings also demonstrated that educators preferred to avoid the use of the mathematics' register and relied instead on what the educators called "familiar language." Findings further indicated the presence of semantic patterns between perceptual terms and the mathematics register.

show abstract

Section: Code Switching Between the Language Of Instruction And The Msupporting

confidence: 64%

Section: Language and Mathematics Teachingmentioning

confidence: 99%

Code-Switching Explorations in Teaching Early Number Sense

et al. 2018

View full text Add to dashboard Cite

show abstract

“…Artefacts are the concrete and abstract tools that mediate between the social and the individual (Säljö, 2005). I originally obtained the idea of considering proof as an artefact from Adler (1999). She studied a mathematics classroom where she considered talk as an artefact in mathematical learning.…”

Section: Introductionmentioning

confidence: 98%

Students’ encounter with proof: the condition of transparency

Hemmi

2008

ZDM Mathematics Education

View full text Add to dashboard Cite

The condition of transparency refers to the intricate dilemma in the teaching of mathematics about how and how much to focus on various aspects of proof and how and how much to work with proof without a focus on it. This dilemma is illuminated from a theoretical point of view as well as from teacher and student perspectives. The data consist of university students' survey responses, transcripts of interviews with mathematicians and students as well as protocols of the observations of lectures, textbooks and other instructional material. The article shows that the combination of a socio-cultural perspective, Lave and Wenger's and Wenger's social practice theories and theories about proof offers a fresh framework for studies concerning the teaching and learning of proof.

show abstract

“…In a learner-centered approach, teachers become the guides and mentors of the students, helping students develop various skills including writing, communication, analytical and creative skills. Adler (1999) notes that active learning allows students to have an in-depth understanding of the subject rather than a superficial understanding. If the instructor uses active learning strategies in the classroom, then students will benefit as it will enhance their learning experience and help them to better understand the key concepts of a course.…”

Section: Active Learning Strategiesmentioning

confidence: 99%

Employment of Active Learning at HEIs in Bangladesh to Improve Education Quality

Chowdhury¹

2016

IES

View full text Add to dashboard Cite

In recent years, education quality and quality assessment have received a great deal of attention at Higher Education Institutions (HEIs) in Bangladesh. Most of the HEIs in Bangladesh face severe resource constraints and find it difficult to improve education quality by improving inputs, such as better infrastructure and modernized classroom facilities. Thus, in response to the present government's demand to improve the quality of education at HEIs in Bangladesh, it is imperative to formulate plans that are more cost-effective. According to some previous studies, the quality of education depends largely on the teaching-learning process. These studies affirm that, with limited resources at hand, the employment of active learning in the classroom is one of the most effective ways to improve education quality. To conduct this qualitative research, we utilized multiple sources of data, including semi-structured and in-depth interviews, descriptive observations and self-administered questionnaires. This paper aims to explore three related issues: What are the various active learning strategies that can be employed by the instructors at HEIs in Bangladesh? What are the potential factors that can hinder the implementation process? Finally, what recommendations can be provided on how to successfully implement active learning strategies in the classroom? The findings suggest that a lack of teacher training and student prior experience in an active learning environment, large class sizes, excessive curriculum loads and students' academic backgrounds are some common factors that can hinder the implementation of active learning in Bangladesh. The findings of this study can be instrumental for HEIs in Bangladesh as they aspire to improve their education quality.

show abstract

The Dilemma of Transparency: Seeing and Seeing through Talk in the Mathematics Classroom

Cited by 74 publications

References 8 publications

Code-Switching Explorations in Teaching Early Number Sense

Code-Switching Explorations in Teaching Early Number Sense

Students’ encounter with proof: the condition of transparency

Employment of Active Learning at HEIs in Bangladesh to Improve Education Quality

Contact Info

Product

Resources

About