Top Number or Numerator? Teachers' Choices of the Mathematics Register in Mathematics Teaching Talk
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| Title: | Top Number or Numerator? Teachers' Choices of the Mathematics Register in Mathematics Teaching Talk |
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| Language: | English |
| Authors: | Pauline Tiong, Mathematics Education Research Group of Australasia (MERGA) |
| Source: | Mathematics Education Research Group of Australasia. 2025. |
| Availability: | Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ |
| Peer Reviewed: | N |
| Page Count: | 8 |
| Publication Date: | 2025 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Descriptors: | Mathematics Teachers, Foreign Countries, Classroom Communication, Language Usage, Mathematics Instruction, Fractions, Academic Language |
| Geographic Terms: | Canada |
| Abstract: | Recent research has called for more attention in the understanding and developing of mathematics teaching talk, focusing on the specific use of language as a resource to help students learn mathematical concepts. Based on a task-based interview with eleven teachers, this paper attempts to utilise the Mathematics Register Knowledge Quartet to examine what these teachers know and may do when teaching fractions. Consequently, the analysis of the teachers' responses, in relation to the four dimensions of the quartet, provided insights on how teachers might attend to or use (or not) the mathematics register in the mathematics teaching talk of fractions and related concepts. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED676473 |
| Database: | ERIC |
| Abstract: | Recent research has called for more attention in the understanding and developing of mathematics teaching talk, focusing on the specific use of language as a resource to help students learn mathematical concepts. Based on a task-based interview with eleven teachers, this paper attempts to utilise the Mathematics Register Knowledge Quartet to examine what these teachers know and may do when teaching fractions. Consequently, the analysis of the teachers' responses, in relation to the four dimensions of the quartet, provided insights on how teachers might attend to or use (or not) the mathematics register in the mathematics teaching talk of fractions and related concepts. |
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