Ambiguity in the Mathematics Classroom

Barwell, Richard

doi:10.1080/09500780508668667

Cited by 63 publications

(47 citation statements)

References 5 publications

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“…Taking a rather different perspective, sociological researchers such as Dowling (1994) have considered how the discourse of mathematics education is constructed through pedagogic practices, and how this affects the accessibility of the subject for some children. Others, such as Barwell (2005), have argued that the tendency amongst policy makers and maths educators to stress the distinction between the precise, subject language of mathematics and more informal talk can hinder the process of inducting children into mathematical practices.…”

Section: Introductionmentioning

confidence: 99%

Teaching Children How to Use Language to Solve Maths Problems

Mercer

Sams

2006

Language and Education

228

143

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It is often claimed that working and talking with partners while carrying out maths activities is beneficial to students' learning and the development of their mathematical understanding. However, observational research has shown that primary school children often do not work productively in group-based classroom activities, with the implication that they lack the necessary skills to manage their joint activity. The research we describe investigated these issues and also explored the role of the teacher in guiding the development of children's skills in using language as a tool for reasoning. It involved an interventional teaching programme called Thinking Together, designed to enable children to talk and reason together effectively. The results obtained indicate that children can be enabled to use talk more effectively as a tool for reasoning; and that talk-based group activities can help the development of individuals' mathematical reasoning, understanding and problem-solving. The results also encourage the view that the teacher of mathematics can play an important role in the development of children's awareness and use of language as a tool for reasoning.We suggest some ways that this role can be carried out most effectively.

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Section: Introductionmentioning

confidence: 99%

Teaching Children How to Use Language to Solve Maths Problems

Mercer

Sams

2006

Language and Education

228

143

View full text Add to dashboard Cite

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“…Ao fazer uma análise discursiva sobre a ambiguidade do discurso na sala de aula de matemática, Barwel (2003) afirma que, a partir dessa perspectiva, em vez de examinar se os alunos ou professores usam um termo matemático de forma correta ou não, de acordo com sua definição, o interesse está em como os participantes usam tais termos e o que eles fazem para usar. Então, as interações em sala de aula de matemática devem ser examinadas em função das práticas discursivas dos participantes.…”

Section: Estudo Do Discurso E Das Interações Na Sala De Aulaunclassified

“…Então, as interações em sala de aula de matemática devem ser examinadas em função das práticas discursivas dos participantes. Barwel (2003) conclui que a ambiguidade desempenha um papel na aprendizagem. Embora, popularmente, a matemática possa ser vista como essencialmente clara, a exploração do discurso matemático, estimulado pela dimensão transcrita sugere que este não é o caso.…”

Section: Estudo Do Discurso E Das Interações Na Sala De Aulaunclassified

Discursos do professor de matemática e suas implicações na compreensão dos alunos

Barboza

Rego

Barbosa

2013

Bolema

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ResumoO objetivo deste artigo é identificar e analisar situações de interações discursivas na sala de aula de matemática que podem favorecer a compreensão do discurso do professor pelo aluno. Para analisar as situações de interações discursivas, utilizamos elementos da teoria da linguagem de Bakhtin, em especial o conceito de compreensão, e apresentamos o conceito de compreensão intermediária. Os dados utilizados em uma abordagem qualitativa foram obtidos por meio de observação, registrados em videogravação das aulas. Os resultados mostram três situações de interações discursivas que favorecem a compreensão do discurso da professora pelos alunos: 1) o discurso se refere a situações do dia-a-dia; 2) quando a professora discursa, relativizando o rigor da linguagem matemática; 3) a professora realiza discursos fazendo comparações entre objetos matemáticos.Palavras-chave: Discurso do Professor. Interações Discursivas. Compreensão dos Alunos.

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“…Barwell (2005) defines mathematical language development as a transition from mathematical thoughts with informal language to a communication with a more standard mathematical language. Barwell also indicates that in the recent years a large number countries have included the development of mathematical language in their curriculum.…”

Section: Related Literaturementioning

confidence: 99%

“…Schleppegrell (2007) states that mathematics teachers should be conscious of the linguistic issues in both teaching and learning. Barwell (2005) states that informal language is a scaffold for formal mathematical language and emphasizes on the fact that math teachers should have the skills of using formal mathematical language on various levels. Lemke (2003) states that mathematics teachers should be able to translate between formal and informal mathematical languages as well.…”

Section: Introductionmentioning

confidence: 99%

Transfer Skills of Middle School Pre-service Mathematics Teachers from Informal to Formal Mathematical Language: Turkey and United States Cases

Uygur-Kabael¹

2016

HUJE

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Mathematics, as universal language, is used by individuals with different native in a way that is influenced by their native languages. Two kinds of uses, formal and informal, of mathematical language arise since the mathematical statements or sentences can be expressed in a native language by defining the meaning of symbols in that native language without the use of the symbols themselves. Translation from a certain native language to the language of mathematics can be regarded both as transforming sentences from native language to mathematics and, more general, as transforming real-life events to mathematical models. The aim of this study is to investigate transfer skills from informal to formal mathematical language of middle school pre-service mathematics teachers from the USA and from Turkey. In this qualitatively designed study, data were obtained through a written questionnaire and clinical interviews. Research results show that participants from Turkey had difficulties in terms of constructing quantities apart from the difficulties of not recognizing the functional relationship in word problems. On the other hand, the participants from USA had difficulties with transferring informal sentences and statements to formal mathematical language.

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Ambiguity in the Mathematics Classroom

Cited by 63 publications

References 5 publications

Teaching Children How to Use Language to Solve Maths Problems

Teaching Children How to Use Language to Solve Maths Problems

Discursos do professor de matemática e suas implicações na compreensão dos alunos

Transfer Skills of Middle School Pre-service Mathematics Teachers from Informal to Formal Mathematical Language: Turkey and United States Cases

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