First published in 1987, this book examines mathematics school
teaching from the perspective that it is a language - arguing that
this can illuminate many events that occur in classes and highlight
issues that may not have previously seemed important. The central
concern is with the processes of communication as they are shaped
by school conventions and the fact that it is mathematics being
discussed. Speaking, listening, writing and reading are examined
and analysed with the first half focusing on verbal interactions
and the second half examining aspects of pupil written mathematics.
Also explored is the nature of the mathematical writing system
itself and how pupils gain access to it.
General
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