Use of Signifiers in Mathematical Discourse in Korean and English [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).

Autor/inn/en	Park, Jungeun; Rizzolo, Douglas
Titel	Use of Signifiers in Mathematical Discourse in Korean and English [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).
Quelle	(2022), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Korean; Contrastive Linguistics; Discourse Analysis; Phonetics; Semantics; English; Language Usage; Asians; North Americans; Language Variation; Classroom Communication; Calculus; Mathematics Teachers; Language Teachers; College Faculty; Teacher Student Relationship; Foreign Countries; United States; South Korea + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Koreanisch; Linguistics; Kontrastive Linguistik; Diskursanalyse; Phonetik; Fonetik; Semantik; English language; Englisch; Sprachgebrauch; Asian; Asiat; Asiatin; Asiaten; Asiate; Sprachenvielfalt; Klassengespräch; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Language teacher; Sprachunterricht; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; USA; Korea; Republik
Abstract	We consider how the existence of different signifiers for mathematical objects in different languages manifests in discourse about those objects. Based on the observation that there is a common signifier "derivative" in English used for both the derivative at a point and the derivative function and two phonetically and semantically different signifiers for those objects in Korean, we explore the differences between one Korean teacher's discourse and one American teacher's discourse about the derivative. Our analysis uncovered differences in metarules regarding the use of signifiers, as well as differences in possible connections to colloquial discourse. Additionally, we found that, after both objects are defined, the American teacher's discourse shifts in a way that precludes the simultaneous use of the common signifier for both objects whereas, in the Korean teacher's discourse, there was no similar shift. [For the complete proceedings, see ED630210.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01