Coherent Formalisability as Acceptability Criterion for Students' Mathematical Discourse

Autor/inn/en	Jayasree, S.; Subramaniam, K.; Ramanujam, R.
Titel	Coherent Formalisability as Acceptability Criterion for Students' Mathematical Discourse
Quelle	In: Research in Mathematics Education, 25 (2023) 2, S.135-153 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-4802
DOI	10.1080/14794802.2022.2041469
Schlagwörter	Mathematics Instruction; Second Language Learning; Native Language; Language Usage; Discourse Analysis; Language of Instruction; Academic Language; Learning Theories; Sociocultural Patterns; Disadvantaged Schools; Teacher Student Relationship; Grade 8; Grade 9; English (Second Language); Low Income Students; Foreign Countries; Dravidian Languages; Classroom Communication; Teaching Methods; India + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Zweitsprachenerwerb; Sprachgebrauch; Diskursanalyse; Teaching language; Unterrichtssprache; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Learning theory; Lerntheorie; Soziokulturelle Theorie; Teacher student relationships; Lehrer-Schüler-Beziehung; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Klassengespräch; Teaching method; Lehrmethode; Unterrichtsmethode; Indien
Abstract	The challenges involved in navigating between home, school and academic languages, especially in a low resource context, have been well documented in the literature. Processes and strategies that allow the use of students' "language as resource" have also been suggested by research. In the context of explorations, where students work with an unfamiliar open problem, we have observed them engaging in mathematical practices and "mathematical conversations" and making their own discoveries, regardless of limited access to a formal language. The discourse in such contexts may not exhibit accepted characteristics of mathematical discourse. There is a need for defining acceptability criteria that validate the mathematical in these informal ways of talking and enable movement towards more formal discourse. To this end, we suggest "coherent formalisability" as an acceptability criterion and examine discursive proving actions in an exploratory context in the light of this criterion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01