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The language used to articulate content as an aspect of pedagogical content knowledge
Mathematical knowledge in classrooms is mediated through the use of both technical and informal language. This paper is a report of a study of the language use of teachers as they examine students’ work and discuss teaching for the topic of fraction operations. This provides a window on their pedagogical content knowledge and also on the way in which language is used to make sense of mathematical knowledge, either personally or for students. It was found that some mathematical knowledge appeared to be taken as understood, perhaps because the expected words were used.
History
Publication title
Mathematics education in the margins: Proceedings of the 38th annual conference of the Mathematics Education Research Group of AustralasiaEditors
M Marshman, V Geiger & A BennisonPagination
149-156Department/School
Faculty of EducationPublisher
Mathematics Education Research Group of Australia IncPlace of publication
AustraliaEvent title
MERGAEvent Venue
University of the Sunshine Coast, Sippy Downs, QLDDate of Event (Start Date)
2015-06-28Date of Event (End Date)
2015-07-02Rights statement
Copyright 2015 Mathematics Education Research Group of AustralasiaRepository Status
- Open