Language and communication in mathematics education: an overview of research in the field

Morgan, Candia; Craig, Tracy S.; Schuette, Marcus; Wagner, David

doi:10.1007/s11858-014-0624-9

Cited by 86 publications

(45 citation statements)

References 36 publications

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“…There is a broad literature on language and literacy in the mathematics classroom that revolves around classroom discourse and related aspects of the interactions between learners, teachers, textbooks, and learning tasks (Gal 1999;Morgan et al 2014;Tout 1991). Ellerton (1989), for example, argued that:…”

Section: Connections Between Numeracy and Mathematics And Literacy Anmentioning

confidence: 99%

Numeracy, adult education, and vulnerable adults: a critical view of a neglected field

Gal

Grotlüschen

Tout

et al. 2020

ZDM Mathematics Education

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This survey paper examines selected issues related to the intersection of three broad scholarly areas: numeracy, adult education, and vulnerability. Numeracy encompasses the ways in which people cope with the mathematical, quantitative, and statistical demands of adult life, and is viewed as an important outcome of schooling and as a foundational skill for all adults. The focus on vulnerability stems from the realization that concerns of policy makers and educators alike often center on populations seen as vulnerable. The paper is organized in five sections. After a brief introduction, Section 2 examines adult numeracy, focusing on five numeracy domains (health, financial, digital, civic, and workplace numeracy), literacynumeracy linkages, functional and critical aspects of numeracy, and the centrality of numeracy practices, and notes sources of vulnerability for each of these. Section 3 sketches formal, non-formal and informal contexts in which adults learn or develop their numeracy, and examines factors that may be potential sources of vulnerability, including systemic factors and dispositional and affect factors. Section 4 reflects more broadly on the concept of vulnerability, introduces selected aspects of the papers published in this issue of ZDM Mathematics Education, and points to findings regarding adult learners who may be deemed vulnerable. The closing section summarizes conclusions and research directions regarding the intersection of the three core domains. Overall, the paper points to emerging research needs and educational challenges that are relevant to scholars, practitioners, and policy makers interested in developing the numeracy of adults as well as in the mathematics education of younger learners.

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Section: Connections Between Numeracy and Mathematics And Literacy Anmentioning

confidence: 99%

Numeracy, adult education, and vulnerable adults: a critical view of a neglected field

Gal

Grotlüschen

Tout

et al. 2020

ZDM Mathematics Education

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show abstract

“…Према мишљењу неких аутора (Курник, 2006), један од основних задатака у настави математике јесте развијање квалитетне комуникације на релацији наставник-ученици. Поред тога, разумевање математичког језика има и шири значај, као што је комуникација у друштвеним интеракцијама (Morgan et al, 2014). Курник (2006, стр.…”

Section: карактеристике наставе математике у функцији превазилажења тunclassified

“…С друге стране, употреба синонима у математици је позитивна, јер она истовремено указује на богатство језика, али и конкретније одређује дати појам, што се може уочити у појмовима као што су: квадрат, правилни четвороугао, ромб са правим углом и слично. На сличан начин, о "богатству" математичког језика извештавају и други аутори (Barwell, 2013;Morgan et al, 2014;Yunus, Oktay, Isik, 2004). Они, такође, сматрају да у математици постоји мноштво симбола и знакова, али и да ови симболи омогућавају прецизно математичко изражавање.…”

Section: карактеристике наставе математике у функцији превазилажења тunclassified

“…101), који сматра да математичко мишљење представља темељ за остваривање једног од основних дидактичких принципа, односно принципа трајности знања. Предуслов за развијање математичког мишљења код ученика многи аутори виде у развијању математичког језика (Barwell, 2013;Morgan et al, 2014;Kurnik, 2006;Naziev, 2015), што указује на међусобну повеза-ност наведених карактеристика наставе математике, као и на значај ангажовања наставника у свим подручјима наставног процеса.…”

Section: карактеристике наставе математике у функцији превазилажења тunclassified

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Issues in learning mathematics in senior grades of elementary school and possible solutions in the context of didactic-methodical procedures

Vučinić¹

2019

Zb Filoz fak Priština

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“…Whether these data arise from oral interviews, transcripts of classroom video References Data source(s) Nature of language data drawn on in the article Transcription and other presentation features Morgan et al (2014) (in fact, present in all articles in this special issue)…”

Section: Introductionmentioning

confidence: 99%

Authority, explanation, contention and register: language data and the surface search for essence

Pimm

2014

ZDM Mathematics Education

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Language and communication in mathematics education: an overview of research in the field

Cited by 86 publications

References 36 publications

Numeracy, adult education, and vulnerable adults: a critical view of a neglected field

Numeracy, adult education, and vulnerable adults: a critical view of a neglected field

Issues in learning mathematics in senior grades of elementary school and possible solutions in the context of didactic-methodical procedures

Authority, explanation, contention and register: language data and the surface search for essence

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