Mathematics in English Primary Schools

Spoken Language and Mathematics

“…The data collected by note taking during the lessons observed was analysed by word analysis based on categories identi ed by Shuard & Rothery (1984). Their work demonstrated that mathematical language was more complex than everyday English.…”

“…word comparisons. They were then sorted into words and phrases contained or not contained in the NNS's Mathematical Vocabulary (DfEE, 1999a) and again according to Shuard & Rothery's (1984) categories of mathematical vocabulary.…”

Examining the Relationship between Secondary Mathematics Teachers’ Self-efficacy, Attitudes, and Use of Technology to Support Communication and Mathematics Literacy

“…This study also may highlight one problem in finding creative ways to bridge technology and communication in mathematics classes, which is the pervasive resistance or disbelief of mathematics teachers in the need to do so. From a literacy perspective, Shuard and Rothery (1984) demonstrated the increased complexity of learning the language of mathematics as opposed to everyday English. However, many mathematics teachers report the classroom is a place to develop skills, procedures, and ways to do mathematics, rather than cultivating conversations and discourse about how to think and communicate mathematically (Adams, 2010;Huang & Normandia, 2009;Phillips et al, 2009;Seibert & Draper, 2008).…”

Working with writing frames in mathematics

“…For example, Shuard and Rothery (1984), Pimm (1987), Brissenden (1988), and Durkin Education 3 to 13 and Shire (1991 ) each analyse the writing, speaking and reading that help to provide a context in which children engage in mathematics in the classroom. Their research provides some guidance in helping teachers develop an understanding of what it means to communicate through mathematics.…”