Shows how to use linguistic understanding to improve communication
of mathematics teaching
*Fresh and stimulating analysis of language in mathematics talk
Drawing on philosophy of language and recent linguistic theory,
Rowland surveys several approaches to classroom communication in
mathematics. Are students intimidated by the nature of mathematics
teaching? Many students appear fearful of voicing their
understanding - is fear of error part of the linguistics of
mathematics? The approaches explored here provide a rationale and a
method for exploring and understanding speakers' motives in
classroom mathematics talk. Teacher-student interactions in
mathematics are analyzed, and this provides a toolkit that teachers
can use to respond to the intellectual vulnerability of their
students.
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