The Pragmatics of Mathematics Education: Vagueness and Mathematical Discourse

by Tim Rowland

Overview

Drawing on philosophy of language and recent linguistic theory, Rowland surveys several approaches to classroom communication in mathematics. Are students intimidated by the nature of mathematics teaching? Many students appear fearful of voicing their understanding - is fear of error part of the linguistics of mathematics? The approaches explored here provide a rationale and a method for exploring and understanding speakers' motives in classroom mathematics talk. Teacher-student interactions in mathematics are analysed, and this provides a toolkit that teachers can use to respond to the intellectual vulnerability of their students.

Product Details

ISBN-13:	9780750710121
Publisher:	Taylor & Francis
Publication date:	09/23/1999
Series:	Studies in Mathematics Education
Pages:	256
Product dimensions:	6.12(w) x 9.19(h) x (d)

Table of Contents

Chapter 1 Preview and Methodology; Chapter 2 Generalization; Chapter 3 Perspectives on Vagueness; Chapter 4 Discourse and Interpretation; Chapter 5 Pointing with Pronouns; Chapter 6 Hedges; Chapter 7 Estimation and Uncertainty; Chapter 8 Pragmatics, Teaching and Learning; Chapter 9 Summary and Review;

Editorial Reviews

In this examination of the crossroads between linguistics and mathematics, Rowland (mathematics education, Homerton College, U. of Cambridge) argues that vagueness in mathematical discourse (particularly for those of us just learning something) can be viewed as a "subtle and versatile device which speakers can and do deploy to make mathematical assertions with as much precision, accuracy, or as much confidence as they judge is warranted by both the content and the circumstances of their utterances." The foundation of this theory came from mathematical conversations Rowland held with students (ages 5-25) in which he examined the circumstances when vagueness arose in mathematical talk. Annotation c. Book News, Inc., Portland, OR (booknews.com)

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