Doctoral Thesis
Language practices in school mathematics: A social semiotic perspective
Doctor of Philosophy (PhD), Murdoch University
1992
Abstract
This thesis investigates the relationship between language and learning in school mathematics. It is argued that there is a- recent trend in perspectives on the study of language and mathematics away from early constructivist-oriented approaches towards a concern with the social, interactive nature of meaning and learning. Following this trend, this thesis works within a social semiotic perspective to argue that mathematical meanings are constructed in part through specific language practices and formations. Moreover, it is argued that learning mathematics requires transformational shifts between 'less mathematical' language and 'more mathematical' language.
An empirical investigation was made of the spoken language of the teacher and learners in a Year Nine mathematics class over a ten week school term. Close analyses of transcripts provide a descriptive account of the language practices characteristic of school mathematics. Multiple transformational shifts between less mathematical language and more mathematical language are found to be a dominant feature. Transformational strategies of the teacher, and student responses, are identified. A model is proposed where mathematical meanings are constructed within the shift towards increasingly mathematical language.
Details
- Title
- Language practices in school mathematics: A social semiotic perspective
- Authors/Creators
- Anne Patricia Chapman
- Contributors
- Sue Willis (Supervisor)Barry Kissane (Supervisor)
- Awarding Institution
- Murdoch University; Doctor of Philosophy (PhD)
- Identifiers
- 991005544599507891
- Murdoch Affiliation
- School of Education
- Language
- English
- Resource Type
- Doctoral Thesis
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