How Specific Can Language as Resource Become for the Teaching of Algebraic Concepts?

Resumo

Classroom research into mathematics and language has studied issues of context specificity such as cultures of explanation or the impact of language policies on practice. More recently, researchers in the domain have started to study issues of content specificity aimed at performing language-responsive mathematics teaching for the learning of precise mathematical content. Progress in the conceptualization of language as resource for mathematics teaching and learning makes it necessary to strengthen the discussion of the contexts of culture and interaction along with the linguistic demands given by the specificity of the mathematical content at play. In this paper, I introduce a sociocultural framing for a mathematical-linguistic view of grammar as resource with the focus on explicitness in communication. I then report developmental work with two teachers on their teaching of algebraic concepts, and address the question of how to learn to communicate explicit meanings for these concepts in classroom mathematical talk. The structuring principle adopted for this work was to critically distinguish and choose or produce instances of teacher talk that overtly communicated conceptual meaning within the algebra of equations. I conclude with preliminary evidence of the effectiveness of the work with the teachers.

Dados da obra

Tipo

Artigo

Periódico

ZDM: Mathematics Education

Ano

2021

Idioma

en

Palavras-chave

Teaching Methods; Mathematics Instruction; Grammar; Classroom Communication; Algebra; Learning Processes; Sociocultural Patterns; Mathematical Concepts; Equations (Mathematics); Language Role; Language Usage; Cultural Context; Instructional Effectiveness

Temas

Álgebra

ISSN

1863-9690

Acesso

Metadados apenas

Fontes

ERIC — Education Resources Information Center

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026