Abstract
The focus of this paper is on what research suggests primary school teachers need to know about the specialized language of mathematics teaching and learning: the mathematics register. When teachers act effectively on this knowledge, students have multiple opportunities to construct mathematical understandings and to demonstrate what they know in the variety of tasks that are required by formal schooling. First, the national and policy context within which mathematics is taught and learned is considered. Secondly, the mathematics register is defined, followed by a consideration the significance for teaching, learning, and assessment in school; examples are provided. The educational implications of these analyses include guidelines for what teachers need to know and to do, so that their students appropriately utilize the mathematics register in the classroom. In so doing, students are provided with optimal circumstances to learn, where they may deploy all of their cognitive-linguistic resources to the particular mathematics tasks at hand.
| Original language | English (US) |
|---|---|
| Journal | Journal of Mathematical Behavior |
| DOIs | |
| State | Accepted/In press - Jan 1 2018 |
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Keywords
- Language and assessment
- Language and mathematics
- Mathematics register
- Problem-solving
- Teachers’ professional development
ASJC Scopus subject areas
- Education
- Applied Psychology
- Applied Mathematics
Cite this
Teaching the language of mathematics : What the research tells us teachers need to know and do. / Wilkinson, Louise C.
In: Journal of Mathematical Behavior, 01.01.2018.Research output: Contribution to journal › Article
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TY - JOUR
T1 - Teaching the language of mathematics
T2 - What the research tells us teachers need to know and do
AU - Wilkinson, Louise C
PY - 2018/1/1
Y1 - 2018/1/1
N2 - The focus of this paper is on what research suggests primary school teachers need to know about the specialized language of mathematics teaching and learning: the mathematics register. When teachers act effectively on this knowledge, students have multiple opportunities to construct mathematical understandings and to demonstrate what they know in the variety of tasks that are required by formal schooling. First, the national and policy context within which mathematics is taught and learned is considered. Secondly, the mathematics register is defined, followed by a consideration the significance for teaching, learning, and assessment in school; examples are provided. The educational implications of these analyses include guidelines for what teachers need to know and to do, so that their students appropriately utilize the mathematics register in the classroom. In so doing, students are provided with optimal circumstances to learn, where they may deploy all of their cognitive-linguistic resources to the particular mathematics tasks at hand.
AB - The focus of this paper is on what research suggests primary school teachers need to know about the specialized language of mathematics teaching and learning: the mathematics register. When teachers act effectively on this knowledge, students have multiple opportunities to construct mathematical understandings and to demonstrate what they know in the variety of tasks that are required by formal schooling. First, the national and policy context within which mathematics is taught and learned is considered. Secondly, the mathematics register is defined, followed by a consideration the significance for teaching, learning, and assessment in school; examples are provided. The educational implications of these analyses include guidelines for what teachers need to know and to do, so that their students appropriately utilize the mathematics register in the classroom. In so doing, students are provided with optimal circumstances to learn, where they may deploy all of their cognitive-linguistic resources to the particular mathematics tasks at hand.
KW - Language and assessment
KW - Language and mathematics
KW - Mathematics register
KW - Problem-solving
KW - Teachers’ professional development
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U2 - 10.1016/j.jmathb.2018.05.001
DO - 10.1016/j.jmathb.2018.05.001
M3 - Article
AN - SCOPUS:85049320157
JO - Journal of Mathematical Behavior
JF - Journal of Mathematical Behavior
SN - 0732-3123
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