Language_And_Communication_In_Elementary_Mathematics_Teachin

Language And Communication In Elementary Mathematics Teaching Introduction Somewhere between Vygotsky and Piaget; somewhere between Newton determining the laws of the universe alone with his apple tree, and Andrew Wiles proving Fermat’s last theorem with the aid of his colleagues around the world; somewhere between learning the 3Rs by rote under a strict schoolmaster beating down the slightest whisper, and the neo-pragmatist’s ‘knowledge is conversation’ ideal mathematics lesson of total discourse; somewhere between these opposite ends of their various spectra lies the true role of language and conversation in the mathematics class. If it is the responsibility of the mathematics teacher to encourage students to talk in the classroom (Steele, 1998) then it is more so the responsibility to ensure that that discussion does not damage students’ mathematical learning (Sfard et al, 1998). Orey (1998) proposes that learning mathematics makes powerful problem solvers who can break down complex problems into understandable elements and create clear effective and even original solutions. Successful mathematics students, according to Schielack (2000), can read critically, identify fallacies, detect bias, assess risk and suggest alternative solutions. Cotton (1999) postulates thus that mathematics provides both access to positions of power and the ability to critically analyse the decisions of those in power. If all children then mathematics, mathematical, learning, language, students, questions, teachers, et, al, nd, communication, teacher, orton, gibbs, classroom, 1994, words, understanding, student, responsibility, register, one, mcinerney, different, cultural, children, between, author, 1991, strategies, steele, sfard, same