Literaturnachweis - Detailanzeige
| Autor/inn/en | Carter, Merilyn; Quinnell, Lorna |
|---|---|
| Titel | Jabberwocky: The Complexities of Mathematical English |
| Quelle | In: Australian Primary Mathematics Classroom, 17 (2012) 2, S.3-9 (7 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1326-0286 |
| Schlagwörter | Mathematics Education; Semantics; Syntax; Symbols (Mathematics); Dictionaries; Mathematics Instruction; Oral Language; Speech Communication; Reading; Language Acquisition; English |
| Abstract | Students find it hard to interpret mathematical problem texts. Mathematics is a unique language with its own symbols (grapho-phonics), vocabulary (lexicon), grammar (syntax), semantics and literature. As in any other language, to make meaning of the text, the student must learn: (1) signs and symbols (for example: [division], x, [not equal to]); (2) lexicon (for example, coefficient, square, similar); (3) syntax (for example, multiplication precedes addition or the meaning of the absence of a symbol); and (4) semantics (for example, variables in some situations are likely to be rational, whereas in other situations are likely to be irrational). Moreover, mathematics is a creole language, that is, it is a hybrid of English and mathematical language and, as in many creole languages, some words and symbols have a redefined status. So, when the normal burden of reading is complicated by the language, symbols, tables, charts and diagrams of mathematics, it is little wonder that students find it challenging. In this article, the authors explore the complexities of mathematical language and offer some useful suggestions for helping children make sense out the mathematical text. (ERIC). |
| Anmerkungen | Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: office@aamt.edu.au; Web site: http://www.aamt.edu.au |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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