EDUC4105

This paper discusses the idea of a mathematical register that enables us to construct our mathematical knowledge through the interaction of oral and written language, symbolic notation and visual displays. The author also notes the grammatical features of the register as having patterns of technical vocabulary, dense noun phrases and implicit logical relationships. She argues that learning new technical vocabulary may be easier than vocabulary which the student already knows a meaning in another context. Furthermore that although teachers may be aware of the challenge of learning technical vocabulary, many are not aware of the grammatical patterning associated with it. This has ramifications when teaching attributive and identifying processes, especially for students who speak English as a second language, where these relationships may have a different meaning in the grammar of their first language.
The teachers oral language may also adds more complexity, whereby processess are talked about as if they were things and classroom discussion may be conducted from different points of views without the teacher or the student being aware of it. To support students learning they need opportunities to practice their use of the mathematics register. Teachers also need to ‘unpack and explain’ meanings of symbols and explicitly focus on the language, expecting their students to use technical language in the classroom. This is important for students, for example learning algrebra depends on being able to formally talk about patterns and having students verbalise their thinking provides feedback for teachers and students about their understanding. Discussions should also focus on the reasoning students are using rather than their answers. Schleppegrell suggests that these discussions are vital in constructing meaning for learners and students need to be able to handle technical language which is first introduced orally in the context of odinary language before leaping into the technical.

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