id: 06542638
dt: a
an: 2016b.00205
au: Edmonds-Wathen, Cris; Trinick, Tony; Durand-Guerrier, Viviane
ti: Impact of differing grammatical structures in mathematics teaching and
learning.
so: Barwell, Richard (ed.) et al., Mathematics education and language
diversity. The 21st ICMI study. Cham: Springer (ISBN
978-3-319-14510-5/hbk; 978-3-319-14511-2/ebook). New ICMI Study Series,
23-46 (2016).
py: 2016
pu: Cham: Springer
la: EN
cc: C50 F20 E50 G20
ut: grammatical structure; grammar; linguistic relativity; syntactics;
syntactic category; semantics; pragmatics; nominalisation; abstract
noun; zero; number; transparency; regularity; logic; negation; spatial
concepts; topology; topological language; mathematics register;
topological language; mathematical language
ci:
li: doi:10.1007/978-3-319-14511-2_2
ab: Summary: This chapter investigates issues regarding the different
grammatical structures of languages used in mathematics learning, both
languages of instruction and other languages that are used in
classrooms. Mathematics is understood to operate in and through
language, and different languages offer different resources with which
to do this. This chapter considers the nature of the mathematics that
is made possible by the linguistic expressions of different languages.
We examine features of the mathematics register and the development of
the mathematics register for a few selected languages. We discuss
linguistic differences that occur in the key mathematical areas of
logic, reasoning, space and number, in a general manner, and with
specific examples from languages from different parts of the world. We
then offer suggestions for how teachers and researchers in multilingual
contexts can comprehend and utilise grammatical differences among the
languages in their context.
rv: