for the learning of mathematics


Judit Moschkovich - Vol. 43 Num. 0 (2023)
 Speaking mathematically: framing practices, hearing registers, listening for silence

43-49
 ABSTRACT:

In this piece, I describe how David Pimm’s approach to mathematical communication has influenced my research. My story began with an exploration of the role of language in learning and teaching mathematics, starting from a cognitive perspective. David’s work, by documenting and analyzing how learners and teachers speak mathematically in classrooms (in one language), provided a foundation for my work to include language(s) and register(s). Building on that foundation, I summarize how I use a Vygotskian perspective on mathematical language, practices, and registers. I address two issues regarding the concept of mathematical language: how we imagine the mathematics register and how participation in mathematical practices can be silent. I use examples to show why we need to hear hybrid uses of multiple registers and expand participation beyond talk.

 


FLM Board and Aims
Suggestions to writers
Current Issue (Home)
Subscribe to FLM
Search Table of Contents
Contact FLM