Language Practices in School Mathematics: A Social Semiotic Approach

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Edwin Mellen Press, Jan 1, 2003 - Language Arts & Disciplines - 205 pages
With a view to contributing to understanding the nature and role of language in mathematics education, this book examines spoken language practices. The book demonstrates that learning mathematics is very much a matter of learning to speak 'properly.' There is a pervasive and continual requirement, often hidden in everyday classroom practices, to shift towards increasingly mathematical language. The outcomes of the research reported here affirm the value of viewing language and mathematics learning from a social semiotic perspective and help further our understandings about the construction of a social semiotic theory of classroom education, both in school mathematics and across the curriculum.

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Thematic and interactional development in classroom talk
Chapter 5
Chapter 6

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