A commognitive perspective on the use of mathematical vocabulary in a discursive mathematics classroom

Artigo2026

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Resumo

IntroductionMathematics vocabulary is an essential aspect of mathematical language that enables learners to participate effectively in classroom discourse; however, few studies have examined its development within classroom discourse from a commognitive perspective. This study addresses this gap by offering a commognitive account of the mathematical vocabulary used in a discursive mathematics classroom.MethodsUsing a qualitative ethnographic research design, data were generated through classroom observations and document analysis and examined using commognition theory as both a theoretical framework and a methodological lens for discourse analysis. The participants comprised 25 learners and their mathematics teacher, selected through purposive sampling.FindingsThe findings indicate that the mathematical vocabulary in use encompassed both colloquial and technical registers and evolved from routine, phrase-driven usage towards increasingly objectified forms, signalling a more formalized understanding of mathematical objects.DiscussionThe study contributes to the literature by illuminating how discourse mediates learners' transition from process-oriented to product-oriented participation in mathematical discourse, a shift that supports the development of mathematical proficiency. The results underscore the importance of teachers' deliberate scaffolding of mathematical vocabulary and their use of precise, consistent terms that promote equitable access to the understanding of mathematical concepts. Furthermore, the study highlights discourse-based mathematics learning as a critical pathway for deepening conceptual understanding through language.

Dados da obra

Tipo: Artigo
Periódico: Frontiers in Education, v. 11
Editora: Frontiers Media S.A.
Ano: 2026 (2026-06)
Idioma: en
Palavras-chave: commognition theory; discourse; discourse analysis; mathematics vocabulary; mathematical discourse
DOI: 10.3389/feduc.2026.1809933
ISSN: 2504-284X
Acesso: Acesso aberto
Fontes: DOAJ — Directory of Open Access Journals
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
SIHLANGU, Siphiwe; MOKWANA, Lekwa. A commognitive perspective on the use of mathematical vocabulary in a discursive mathematics classroom. Frontiers in Education, v. 11, 2026. DOI: https://doi.org/10.3389/feduc.2026.1809933.

APA

Sihlangu, S., & Mokwana, L. (2026). A commognitive perspective on the use of mathematical vocabulary in a discursive mathematics classroom. Frontiers in Education, 11. https://doi.org/10.3389/feduc.2026.1809933

BibTeX

@article{sihlangu2026,
  author = {Sihlangu, Siphiwe and Mokwana, Lekwa},
  title = {A commognitive perspective on the use of mathematical vocabulary in a discursive mathematics classroom},
  year = {2026},
  journal = {Frontiers in Education},
  volume = {11},
  publisher = {Frontiers Media S.A.},
  doi = {10.3389/feduc.2026.1809933},
  language = {en}
}

RIS

TY  - JOUR
AU  - Sihlangu, Siphiwe
AU  - Mokwana, Lekwa
TI  - A commognitive perspective on the use of mathematical vocabulary in a discursive mathematics classroom
PY  - 2026
JO  - Frontiers in Education
VL  - 11
DO  - 10.3389/feduc.2026.1809933
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS