The Mutual Involvement of Gesture and Diagramming in the Process of Mathematical Meaning-Making: Case of Statistical Thinking through Diagrammatic Reasoning

Title: Mathematical meaning making in children’s play? Verbal and non-verbal forms of expressionsAbstract: I analyze an episode from field work in a multilingual day-care centre in Oslo. I examine verbal and non-verbal expressions. The children are 5 years old, and the mathematics is about classification. The children are creating structure and are seeking meaning. This is a key part of their play. My findings indicate that mathematical order and structure become conscious experiences to the children. I argue that we cannot know about the children’s mathematical and communicative competence without knowing the physical context, the play in the sandpit, and the friendship between the boys.

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Semantics and Pragmatics in Mathematical Events

K-12 STEM Education ◽

10.4018/978-1-5225-3832-5.ch007 ◽

2018 ◽

pp. 134-148

Author(s):

Vinod Kumar Kanvaria

Keyword(s):

Teaching And Learning ◽

Meaning Making ◽

Life Experiences ◽

Optimum Level ◽

Mathematical Meaning ◽

Conceptual Semantics ◽

Simple Event ◽

Semantics And Pragmatics ◽

Contextual Values ◽

Mathematical Semantics

The current chapter throws light on mathematical semantics and pragmatics. Believing that the mathematics has its own language and hence linguistics principles, the chapter tries to have an in-depth insight on how learner makes a meaning from an even simple event, while it takes place, and how these finally are assimilated by the learner. As learning is also experiential in nature, the contextual values, relationship, rapport, trust, confidence, in addition to simple interaction and plain interaction between learners and facilitators, play a vital and significant role in conceptual semantics and pragmatics of events and understanding of underlying mathematics. Context and situation are capable enough of changing perception-based mathematical meaning and meaning-making process, based on linguistics, associated with even the similar simple events. Hence, the context and situations must be created, associated and exploited up to the optimum level for enhanced conceptual teaching and learning of mathematics at par the daily life experiences for a better meaning-making process.

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Mathematical meaning-making and its relation to design of teaching

PNA Revista de Investigación en Didáctica de la Matemática ◽

10.30827/pna.v9i4.6098 ◽

2015 ◽

Vol 9 (4) ◽

pp. 261-272

Author(s):

Barbara Jaworski

Keyword(s):

Conceptual Understanding ◽

Engineering Students ◽

Meaning Making ◽

Student Perspectives ◽

Research Approach ◽

Developmental Research ◽

Mathematical Meaning ◽

Cultural Elements ◽

Student Community ◽

New Research

This paper addresses the design of teaching to promote engineering students’ conceptual understanding of mathematics, and its outcomes for mathematical meaning-making. Within a developmental research approach, inquiry-based tasks have been designed and evaluated, through the use of competencies proposed for their potential to promote conceptual learning. A sociocultural frame draws attention to interactions between different cultural elements to address challenges to teaching related to student perspectives and the math-ematical meanings they develop. The paper recognizes tensions between design of inquiry-based practice and the outcomes of that practice, and demonstrates the need for new research to address mathematical meanings of a student community within a sociocultural frame.Creación de significado matemático y su relación con el diseño en la enseñanzaEn este trabajo se aborda el diseño de la enseñanza para promover la comprensión conceptual de las matemáticas por parte de estudiantes de ingeniería, y sus resultados para crear significado matemático. Dentro de un enfoque de investigación del desarrollo, las tareas se han diseñado y evaluado a través del uso de competencias propuestas por su potencial para promover aprendizaje conceptual. Un marco sociocultural llama la atención sobre las interacciones entre los diferentes elementos culturales para hacer frente a los retos de la enseñanza en relación a las perspectivas de los estudiantes y los significados matemáticos que desarrollan. El artículo reconoce las ten-siones entre el diseño de la práctica basada en la investigación y los resultados de esa práctica, y demuestra la necesidad de nuevas investigaciones para abordar los significados matemáticos de una comunidad estudiantil dentro de un marco sociocultural.Handle: http://hdl.handle.net/10481/36050WOS-ESCI

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Semantics and Pragmatics in Mathematical Events

Handbook of Research on Applied Learning Theory and Design in Modern Education - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-9634-1.ch038 ◽

2016 ◽

pp. 772-785

Author(s):

Vinod Kumar Kanvaria

Keyword(s):

Teaching And Learning ◽

Meaning Making ◽

Life Experiences ◽

Optimum Level ◽

Mathematical Meaning ◽

Conceptual Semantics ◽

Simple Event ◽

Semantics And Pragmatics ◽

Contextual Values ◽

Mathematical Semantics

The current chapter throws light on mathematical semantics and pragmatics. Believing that the mathematics has its own language and hence linguistics principles, the chapter tries to have an in-depth insight on how learner makes a meaning from an even simple event, while it takes place, and how these finally are assimilated by the learner. As learning is also experiential in nature, the contextual values, relationship, rapport, trust, confidence, in addition to simple interaction and plain interaction between learners and facilitators, play a vital and significant role in conceptual semantics and pragmatics of events and understanding of underlying mathematics. Context and situation are capable enough of changing perception-based mathematical meaning and meaning-making process, based on linguistics, associated with even the similar simple events. Hence, the context and situations must be created, associated and exploited up to the optimum level for enhanced conceptual teaching and learning of mathematics at par the daily life experiences for a better meaning-making process.

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Exploratory mathematics talk in a second language: a sociolinguistic perspective

Educational Studies in Mathematics ◽

10.1007/s10649-018-9840-5 ◽

2018 ◽

Vol 101 (2) ◽

pp. 215-232 ◽

Cited By ~ 6

Author(s):

Sally-Ann Robertson ◽

Mellony Graven

Keyword(s):

South African ◽

Language Proficiency ◽

English Language ◽

Meaning Making ◽

English Language Proficiency ◽

Home Language ◽

Mathematical Meaning ◽

Mathematics Lesson ◽

Learning Mathematics ◽

Teachers And Students

Abstract This paper illuminates challenges confronting teachers and students at the literacy/numeracy interface in contexts where students have not developed sufficient English language proficiency to be learning mathematics through English but, due to socio-politically and economically driven perceptions are being taught in English. We analyse transcript data of classroom talk in a South African grade 4 mathematics lesson on fractions. Together with interview data, the lesson data highlight some of the consequences students’ diminished access to their home language appear to have on their access to mathematical meaning-making.

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Mathematical meaning-making in whole-class conversation

Language and Dialogue ◽

10.1075/ld.2.1.04zol ◽

2012 ◽

Vol 2 (1) ◽

pp. 60-79 ◽

Cited By ~ 3

Author(s):

Betina Zolkower ◽

Elizabeth de Freitas

Keyword(s):

Meaning Making ◽

Systemic Functional Linguistics ◽

Sixth Grade ◽

Mathematical Meaning ◽

Experienced Teacher ◽

Generic Structure ◽

Functional Linguistics ◽

Problem Framing ◽

Context Of Situation ◽

Grade Classroom

This paper focuses on a brief whole-group conversation captured in a sixth grade classroom taught by an experienced teacher. Drawing upon systemic functional linguistics, we treat the conversation as a multi-semiotic text of the genre of teacher-guided mathematics problem framing. After describing the generic structure of the text and its context of situation, we analyze the ideational, interpersonal, and textual meanings students and teacher contributed to its conjoined making. Our analysis shows how the text means as it does and, in so doing, underlines those features that make it a paradigmatic instantiation of its genre. We conclude by highlighting the contribution of systemic functional linguistics to current conversations about thought and language, dialogue and representation, and context and text.

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