Language practices in the maths clasroom, an experience online teaching development for teachers of mathematics
Downloads
Abstract
This article describes the constituent link between language and thought, and therefore the importance of language in learning phenomena. The linguistic practices of mathematicians are specific. In class, students learn at the same time mathematical notions and results, and the way in which they are spoken of. We describe here a teaching development unit proposed in the master of Mathematics Education at Polytechnic National Institute, aiming to provide teachers with tools of analysis, as well as examples of tools to work with students.
Downloads
References
Barton, B. (2008). Quantity: Trapping numbers in grammatical nets. En Bishop, A. (Ed.). The Language of Mathematics: Telling Mathematical Tales. 1, pp. 41-53. New York: Springer.
Google Scholar CrossrefBronckart, J.P. (2008). Actividad lingüística y construcción de conocimientos. Lectura y vida. 29(2), pp. 6-19. Disponible en: http://www.lecturayvida.fahce.unlp.edu.ar/numeros/a29n2/29_02_Bronckart.pdf
Google Scholar CrossrefBlossier T., Barrier T., Durand-Guerrier V. (2009). Proof and quantification, ICMI Study 19 conference : Proof and Proving in Mathematics Education. I, pp.83-88. Taipei: The Department of Mathematics, National Taiwan Normal University.
Google Scholar CrossrefCramer, J. C. (2013). Possible language barriers in processes of mathematical reason- ing. En Ubuz, B., Haser, Ç. y Marioti, M. A. (Eds.). Proceedings of the 8th Congress of the European Society for Research in Mathematics Education, 1, pp. 116-125. Ankara: Middle East Technical University.
Google Scholar CrossrefColera, J., García, R., Oliveira, M.J. (2007). Matemáticas I, Bachillerato. Madrid: Grupo Anaya S. A.
Google Scholar CrossrefDurand Guerrier V. (2007), Which notion of implication is the right one? From logical considerations to a didactic perspective. Educational Studies in Mathematics 53(1). pp. 5-34.
Google Scholar CrossrefDurand-Guerrier, V., y Barrier, T. (2008). Interactions between Philosophy and Didactic of Mathematics. The case of logic, language and reasoning. En Proceedings of the 11th International Congress on Mathematical Education. Recuperado de: http://dg.icme11.org/document/get/33
Google Scholar CrossrefAutor (2015).
Google Scholar CrossrefKubota, F. y Kubota M. (2010). Matemáticas 7, tercer ciclo. Uruguay: Santillana.
Google Scholar CrossrefLarson, R. E. H., Robert, P., Edwars, B. H., y Abellanas-Rapún, L. (1999). Cálculo y Geometría Analítica. México: McGraw-Hill
Google Scholar CrossrefMéndez, A. (2015). Funciones Matemáticas. México: Santillana
Google Scholar CrossrefMoskovitch, J. (2007). Examining mathematical discourse practices. For the Learning of Mathematics, 27(1), 24-30.
Google Scholar CrossrefRodríguez, G., Gil, J., y García, E. (1999). Metodología de la investigación cualitativa. Málaga: Aljibe.
Google Scholar CrossrefSelden, J. y Selden, A. (1995). Unpacking the logic of mathematical statements. Educational Studies in Mathematics, 29(2), 123-151. doi: 10.1007/BF01274210
Google Scholar CrossrefSfard, A. (2000). On Reform Movement and the Limits of Mathematical Discourse, Mathematical Thinking and Learning. Mathematical Thinking and Learning, 2(3), 157-189. doi: 10.1207/S15327833MTL0203_1
Google Scholar CrossrefScott, D. & Scott, S. (2010). Innovations in the Use of Technology and Teacher Professional Development. In J. O. Lindberg & A.D. Olofsson (Eds.), Online Learning Communities and Teacher Professional Development: Methods for Improved Education Delivery (pp. 169-189). Hershey, New York: Information Science Reference.
Google Scholar CrossrefDownloads
Published
Almetric
Dimensions
Issue
Section
License
Authors retain copyright and grant the journal the right of first publication but allow anyone to share: (unload, , reprint, distribute and/or copy) and adapt (remix, transform reuse, modify,) for any proposition, even commercial, always quoting the original source.
