Language in Mathematical Education
Research and Practice
Published on 1. March 1991
Book
Hardback
288 pages
978-0-335-09367-0 (ISBN)
Description
Knowledge is transmitted, explored and advanced via language face-to-face, in printed texts, and in other media. Children and their teachers write, read, talk and listen mathematics. Mathematics education begins and proceeds in language, it advances or stumbles because of language, and its outcomes are often assessed in language. "Language and Mathematical Educuation" presents current perspectives and reviews the key issues. It brings together in one volume work from researchers concerned with various aspects of language in mathematics education. Each contributor provides an account of their research and draws out the practical implications in terms which will inform and guide teachers. Following the introductory section there are sections exploring: language and early experiences of number; language and meanings in mathematics education; word problems; the uses of discussion; language, mathematics and disability; and cross-linguistic issues.
This book examines how language plays significant and problematic roles in mathematics education, reveals some of the ambiguities and complexities in the way language is used in the mathematics curriculum; and will be a useful resource for all mathematics educators.
This book examines how language plays significant and problematic roles in mathematics education, reveals some of the ambiguities and complexities in the way language is used in the mathematics curriculum; and will be a useful resource for all mathematics educators.
More details
Language
English
Place of publication
Milton Keynes
United Kingdom
Target group
College/higher education
Professional and scholarly
Dimensions
Height: 229 mm
Width: 152 mm
Weight
500 gr
ISBN-13
978-0-335-09367-0 (9780335093670)
Copyright in bibliographic data is held by Nielsen Book Services Limited or its licensors: all rights reserved.
Schweitzer Classification
Content
Part 1 Introduction: language and mathematical education - an introduction, Kevin Durkin; communicating mathematically, David Pimm. Part 2 Language and early experiences of numbers: children's early counting - saying the number-word sequence, counting objects and understanding cardinality, Karen Fuson; the language of testing, Alyson Davis; the same number, Richard Cowan; children's production and comprehension of written numeric representations, Anne Sinclair. Part 3 Language and meanings in mathematical education: lexical ambiguity in mathematical contexts, Kevin Durkin and Beatrice Shire; the language of fractions, Daphne Kerslake; the language of multiplication and division, Julie Anghileri; mixing metaphor and mathematics in the secondary classroom. Part 4 Word problems: some factors influencing the solutions of addition and subtraction word problems, Erik de Corte and L.Verschaffel. Part 5 Discussion: order of mention vs order of events as determining factors in additive word problems - a developmental approach, Eva Teubal and Pearla Nesher; peer discussion in the context of mathematical problem solving, Susan Pirie; children talking in computer environments - new insights into the role of discussion in mathematics learning, Celia Hoyles et al. Part 6 Language, mathematics and disability: mathematics and the deaf child, Jeffrey Barham and Alan Bishop; mathematics and dyslexia, Michel Thomson; teaching mathematics to young children with language disorders, Chris Donlan and Ella Hutt. Part 7 Cross-linguistic issues: chinese-based regular and European irregular systems of number words - the disadvantages for English-speaking children, Karen Fuson and Youngshim Kwon; learning to count in Japanese, Hajime Yoshida and Kazuhiro Kuriyama; mathematics in a multilingual society, Philip Clarkson; number experience and performance in Australian Aboriginal and Western children.