Relevant bibliographies by topics / Mathematics language

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Mathematics language'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Mathematics language"

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Gokkurt, Burcin, Yasin Soylu, and Tugba Ornek. "Mathematical language skills of mathematics teachers." International Journal of Academic Research 5, no. 6 (December 10, 2013): 238–45. http://dx.doi.org/10.7813/2075-4124.2013/5-6/b.38.

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Ilany, Bat-Sheva, and Bruria Margolin. "Language and Mathematics: Bridging between Natural Language and Mathematical Language in Solving Problems in Mathematics." Creative Education 01, no. 03 (2010): 138–48. http://dx.doi.org/10.4236/ce.2010.13022.

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Prochazkova, Lenka Tejkalova. "Mathematics for language, language for mathematics." European Journal of Science and Mathematics Education 1, no. 1 (January 15, 2013): 23–28. http://dx.doi.org/10.30935/scimath/9383.

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Gürefe, Nejla. "Mathematical Language Skills of Mathematics Prospective Teachers." Universal Journal of Educational Research 6, no. 4 (April 2018): 661–71. http://dx.doi.org/10.13189/ujer.2018.060410.

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Parker Waller, Patrice, and Chena T. Flood. "Mathematics as a universal language: transcending cultural lines." Journal for Multicultural Education 10, no. 3 (August 8, 2016): 294–306. http://dx.doi.org/10.1108/jme-01-2016-0004.

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Purpose Universal language can be viewed as a conjectural or antique dialogue that is understood by a great deal, if not all, of the world’s population. In this paper, a sound argument is presented that mathematical language exudes characteristics of worldwide understanding. The purpose of this paper is to explore mathematical language as a tool that transcends cultural lines. Design/methodology/approach This study has used a case study approach. The data relevant to the study were collected using participant observations, video recordings of classroom interactions and field notes. Findings Researchers found that mathematics communication and understanding were mutual among both groups whose languages were foreign to each other. Findings from this study stand to contribute to the ongoing discussion and debates about the universality of mathematics and to influence the teaching and learning of mathematics around the world. Originality/value Mathematics is composed of definitions, theorems, axioms, postulates, numbers and concepts that can all generally be expressed as symbols and that have been proven to be true across many nations. Through the symbolic representation of mathematical ideas, communication may occur that stands to break cultural barriers and unite all people using one common language.
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Wahyuni, Priska, Saka Aji Pangestu, Itsna Shalihatus Sabila Mursyida, and Aji Pangestu. "The Effect of Mathematical Language On Learning Mathematics." Proceeding International Conference on Science and Engineering 3 (April 30, 2020): 617–21. http://dx.doi.org/10.14421/icse.v3.575.

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Language as a communication tool has an important role in interaction between human beings. Language can be used by humans to convey ideas, ideas, desires, feelings and experiences to others. Especially in a learning activity where communication tools such as language must be clearly and easily understood. In learning mathematics, the language of mathematics is very important in helping the learning process. Because to understand mathematical concepts easily requires mathematical language skills. However, the situation on the ground shows that students' understanding of mathematical language is not optimal. This study aims to determine the effect of students' mathematical language on understanding material. So the results of this study can be used by teachers as a reference in teaching mathematics to students and teachers become more concerned with students' mathematical language abilities. The method used in this study is the study of literature, which examines relevant previous studies and concludes based on the results obtained. The results of this study are that if students have understood the language of mathematics well, students can receive and understand the material easily and can increase student interest in learning. So indirectly high mathematical language skills can improve students' mathematical ideas to be more structured and convincing. Moreover, on material related to many symbols such as algebra. In addition, students can receive and understand the material easily and student interest in learning will increase.
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Embleton, Sheila, and Alexis Manaster-Ramer. "Mathematics of Language." Language 65, no. 4 (December 1989): 902. http://dx.doi.org/10.2307/414982.

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Gernet, Jacques. "Language, Mathematics, Rationality." Chinese Studies in History 43, no. 3 (April 2010): 17–31. http://dx.doi.org/10.2753/csh0009-4633430302.

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Hudson, Richard. "Mathematics in Language." Cognitive Semantics 6, no. 2 (August 12, 2020): 243–78. http://dx.doi.org/10.1163/23526416-bja10005.

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Abstract Elementary mathematics is deeply rooted in ordinary language, which in some respects anticipates and supports the learning of mathematics, but which in other respects hinders this learning. This paper explores a number of areas of arithmetic and other elementary areas of mathematics, considering for each area whether it helps or hinders the young learner: counting and larger numbers, sets and brackets, algebra and variables, zero and negation, approximation, scales and relationships, and probability. The conclusion is that ordinary language anticipates the mathematics of counting, arithmetic, algebra, variables and brackets, zero and probability; but that negation, approximation and probability are particularly problematic because mathematics demands a different way of thinking, and different mental capacity, compared with ordinary language. School teachers should be aware of the mathematics already built into language so as to build on it; and they should also be able to offer special help in the conflict zones.
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Berger, Angela. "Conceptualizing the interaction between language and mathematics." Journal of Immersion and Content-Based Language Education 3, no. 2 (October 2, 2015): 285–313. http://dx.doi.org/10.1075/jicb.3.2.06ber.

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This article describes the interaction between mathematics and language, based on an analysis of how individual learners solve word problems in English as a foreign language (L2). It reports on a study conducted to investigate how the L2 influences mathematical thinking and learning in the process of solving word problems and how the construction of meaning unfolds. The research generated the Integrated Language and Mathematics Model (ILMM), which facilitates the description of the interplay between mathematics and language. The empirical results show, inter alia, that CLIL learners tend to use the given text more profoundly for stepwise deduction of a mathematical model, and conversely, mathematical activity can lead to more intense language activity. Furthermore, effective mathematical activity depends on successful text reception, and problem solving in a L2 provides additional opportunities for reflection, both linguistically and conceptually. The ILMM makes a major contribution to conceptualising content and language integration.
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Dissertations / Theses on the topic "Mathematics language"

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Lambert, Allen. "Mathematics through Language." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82642.

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Ganesalingam, Mohan. "The language of mathematics." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608939.

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Owens, Beverly Karen. "The Language of Mathematics: Mathematical Terminology Simplified for Classroom Use." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2242.

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After recognizing the need for a simpler approach to the teaching of mathematical terminology, I concluded it would be valuable to make a unit of simplified terms and describe methods of teaching these terms. In this thesis I have compared the terminology found in the Virginia Standards of Learning objectives to the materials found at each grade level. The units developed are as follows: The Primary Persistence Unit- for grades K-2; The Elementary Expansion Unit- for grades 3-5; and The Middle School Mastery Unit- for grades 6-8.
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Bergen, Sarah. "Mathematics and Foreign Language: Authentic Texts in Mathematics." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492529675611436.

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Alleyn, Suzanne. "Learning the language of mathematics." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=81477.

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In this thesis, I describe how interactive journal writing was used to improve the understanding of mathematics, and to foster communication with two groups of remedial grade ten students. Mathematics is a gatekeeper course in high school, and students who are not successful with this subject are at a distinct disadvantage, both in terms of their education and in their future careers. A persistent source of difficulty for these students is related to language; students often struggle both to understand what is being taught, and how to explain concepts or problem solutions in their own words. Interactive journal writing was initiated as a means of addressing this situation, and of meeting the objectives proposed by the Quebec Education Plan, which specifies three closely related competencies: (1) solve situational problems; (2) use mathematical reasoning; (3) and communicate by using mathematical language. There is ample proof in the research literature that communication plays an important role in supporting learners by helping them clarify, refine and consolidate their thinking.
This study demonstrates the importance of allowing and encouraging students to use writing as part of their learning processes. By writing about what they are being taught, students are forced to slow down, examine and reflect on the steps they use to solve problems. Sharing what they write promotes meaningful dialogue and personal engagement, essential ingredients of successful learning.
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Dale, May. "The acquisition of the Language of Mathematics." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/52975.

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Why do so many learners fail to learn Mathematics, and experience severe anxiety and confusion in their Mathematics classes? It seems that the answer is that these learners have not cracked the code of Mathematics - in other words they have not mastered the Language of Mathematics. Many of these learners are capable, succeeding in other aspects of their education, but they experience the Language of Mathematics as if it was a foreign language, without meaning or relevance. However, not being able to understand nor communicate Mathematically is a major disadvantage for many learners, not only at school, but also in their future careers. The rationale of this qualitative research was to explore how learners, particularly in Grade 3, acquire the Language of Mathematics through facilitation. The primary research question was: How is the Language of Mathematics facilitated in Grade 3 classes? This research sought to integrate the facilitation process, the teacher s pedagogy and the learners acquisition of the Language of Mathematics. What is the Language of Mathematics? It was the premise of this research that Mathematics is indeed a language in which combinations of Mathematical symbols and Mathematical terminology are placed in a specific order to form Mathematical expressions (equivalent to sentences) that communicate meaning. In school, Mathematical symbols seem to be carefully defined and taught. The problem arises with English Mathematical terminology, particularly as so many South African learners use English as their second or third language. Many of the words used in this subject have totally different meanings in colloquial English, which can lead to confusion in the mind of the learner. Examples of this terminology are bigger , smaller , equal , multiply , field , greater , and lesser . The learner often has no conceptual framework within which to place Mathematical terms. The role of the teacher becomes pivotal in facilitating the acquisition of the correct meanings of both Mathematical symbols and terminology so that the learner acquires the Language of Mathematics.
Dissertation (MEd)--University of Pretoria, 2015.
Science, Mathematics and Technology Education
MEd
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Collins-Browning, Amanda Rashelle. "The Language of Mathematics: Virginia Standards of Learning Mathematical Pictionary for Grades K-3." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1874.

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My experience teaching in Virginia schools, pacing and aligning instruction to the Virginia Standards of Learning, caused me to recognize the need for a mathematics tool to simplify and transition K-3 mathematics vocabulary usage and instruction. The language of mathematics uses three linguistic tools: words, symbols, and diagrams. Within this thesis I developed an instructional tool, a "Mathematics Pictionary", to accommodate primary grades K-3 and transition mathematical language and vocabulary skills between the primary grades aligned to the instruction and guidelines of the Virginia Standards of Learning. The Pictionary may be used coherently with lesson plans, available from the Virginia Department of Education, for instructional use in teaching mathematical vocabulary usage throughout the primary grade levels, K-3.
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Pugalee, David K. "Plenary Address: Language and Mathematics, A Model for Mathematics in the 21st Century." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79258.

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Bold, Christine Elizabeth. "Making sense of mathematical language in a primary classroom." Thesis, n.p, 2001. http://oro.open.ac.uk/18838.

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Ngibe, Ntsikelelo Hector. "An investigation into second language Learners’ proficiency in Mathematical language." Thesis, Walter Sisulu University, 2014. http://hdl.handle.net/11260/845.

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The purpose of the study was to investigate second language learner‟s proficiency in mathematical language. The study was conducted using the Grade 12 learners in a senior secondary school in the district of Mthatha, Eastern Cape. The researcher used a case study approach and a questionnaire was used to investigate whether or not learners understood the language rather than to assess their mathematical ability. English was the language in question and used as the medium of instruction (MOI). In this study, aspects of the language used for mathematics are highlighted, the importance of mathematical vocabulary is discussed and reference is made to some recent research concerned with the understanding of mathematical language. The importance of language as a factor in the learning of mathematics is established through a consideration of bilingualism and the writer‟s own research into the understanding of mathematical language. Perhaps the most obvious educational difficulty which students encounter is that of language. Teachers and curriculum planners need to assess whether this is desirable, and to attempt to find ways in which learners in bilingual education programmes can learn mathematics in a meaningful way. Theories on the interaction between language and mathematical thinking, as well as the studies conducted with bilingual students can inform one‟s thinking about this issue. These ideas have important implications for teaching, texts and curriculum development. The study examined some of the above aspects in the context of South African Education.
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Books on the topic "Mathematics language"

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Basic language of mathematics. New Jersey: World Scientific, 2014.

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Manaster-Ramer, Alexis, ed. Mathematics of Language. Amsterdam: John Benjamins Publishing Company, 1987. http://dx.doi.org/10.1075/z.35.

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Barton, Bill. The language of mathematics: Telling mathematical tales. New York, NY: Springer, 2008.

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Kracht, Marcus. The mathematics of language. Berlin: Mouton de Gruyter, 2003.

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Zepp, Raymond A. Language and mathematics education. Hong Kong: API Press, 1989.

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Kanazawa, Makoto, András Kornai, Marcus Kracht, and Hiroyuki Seki, eds. The Mathematics of Language. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23211-4.

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Brown, Tony. Mathematics Education and Language. Dordrecht: Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-010-0726-9.

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Ganesalingam, Mohan. The Language of Mathematics. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-37012-0.

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Baber, Robert Laurence. The Language of Mathematics. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2011. http://dx.doi.org/10.1002/9781118061770.

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Ebert, Christian, Gerhard Jäger, and Jens Michaelis, eds. The Mathematics of Language. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14322-9.

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Book chapters on the topic "Mathematics language"

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Avigad, Jeremy. "Mathematics and language." In Mathematics, Substance and Surmise, 235–55. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-21473-3_12.

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Brown, Tony. "Mathematics and Language." In Mathematics Education and Language, 192–209. Dordrecht: Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-010-0726-9_10.

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Morgan, Candia. "Mathematical Language." In Encyclopedia of Mathematics Education, 540–43. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-15789-0_99.

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Morgan, Candia. "Mathematical Language." In Encyclopedia of Mathematics Education, 388–91. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-4978-8_99.

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Rounds, William C., Alexis Manaster-Ramer, and Joyce Friedman. "Finding Natural Languages a Home in Formal Language Theory." In Mathematics of Language, 349. Amsterdam: John Benjamins Publishing Company, 1987. http://dx.doi.org/10.1075/z.35.16rou.

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Tanaka-Ishii, Kumiko. "Language Models." In Mathematics in Mind, 173–82. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-59377-3_17.

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Ganesalingam, Mohan. "The Language of Mathematics." In Lecture Notes in Computer Science, 17–38. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-37012-0_2.

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Kurniawan, Agus. "Computational Mathematics with the Wolfram Language and Mathematica." In Raspbian OS Programming with the Raspberry Pi, 97–140. Berkeley, CA: Apress, 2018. http://dx.doi.org/10.1007/978-1-4842-4212-4_4.

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Brown, Tony. "Hermeneutics and Mathematics Education." In Mathematics Education and Language, 21–56. Dordrecht: Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-010-0726-9_3.

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Brown, Tony. "Narratives of Learning Mathematics." In Mathematics Education and Language, 173–91. Dordrecht: Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-010-0726-9_9.

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Conference papers on the topic "Mathematics language"

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Patkin, Dorit. "FABLES, LANGUAGE AND MATHEMATICS." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0883.

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Dimiev, Stancho. "The Language of Mathematics." In INTERNATIONAL WORKSHOP ON COMPLEX STRUCTURES, INTEGRABILITY AND VECTOR FIELDS. AIP, 2011. http://dx.doi.org/10.1063/1.3567119.

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Kiram, J. J., J. Sulaiman, S. Swanto, and W. A. Din. "Comparison analysis between linear and nonlinear models to predict language proficiency in proportion to language learning strategy." In PROCEEDINGS OF THE INTERNATIONAL CONFERENCE ON MATHEMATICAL SCIENCES AND TECHNOLOGY 2018 (MATHTECH2018): Innovative Technologies for Mathematics & Mathematics for Technological Innovation. AIP Publishing, 2019. http://dx.doi.org/10.1063/1.5136391.

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Libusha, Azwidowi Emmanuel. "USING EVERYDAY LANGUAGE TO SUPPORT LEARNERS’ ACCESS TO MATHEMATICAL CONTENT KNOWLEDGE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end013.

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The language of mathematics can hinder the development of some learners’ conceptual understanding of mathematics. Language as a whole plays a crucial role in the teaching and learning of mathematics as it serves as the medium in which the teachers and learners think and communicate in the classroom. Ball, Thames and Phelps (2008) argue that the demands of teaching mathematics require specialized mathematical knowledge that only pertains to mathematics teaching and is not required in other mathematics professions. The role of the teacher is to use resources available to them to support learners in accessing mathematical content knowledge. Previous researchers acknowledged the difficulty learners face when trying to interpret the formal language of mathematics in order to access mathematical content knowledge. Consequently, the current study explored the various ways in which the language of learning and teaching can be utilized by teachers to mitigate language difficulties their learners may experience. The study was guided by the research question: What is the informal mathematical language that Grade 10 teachers use to inform effective instruction when teaching functions? This paper aims to describe how teachers use informal mathematical language to teach inequalities and functions. The research is qualitative and the descriptive method was employed, with the researcher serving as the main instrument. The required data was collected by observing two teachers teaching inequalities and functions. The findings indicate that the use of transliteration and demonstrations as teaching strategies reduced the challenges of using English as a medium of instruction to interpret mathematical symbolic language and that the use of everyday language makes a difference in the learning of functions and inequalities. The study informs both pre-service and in-service teacher development programmes.
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Nabdel, Leili, Ahmet Serkan Karataş, Halit Oğuztüzün, Ali Doğru, Theodore E. Simos, George Psihoyios, Ch Tsitouras, and Zacharias Anastassi. "FMML: A Feature Model Markup Language." In NUMERICAL ANALYSIS AND APPLIED MATHEMATICS ICNAAM 2011: International Conference on Numerical Analysis and Applied Mathematics. AIP, 2011. http://dx.doi.org/10.1063/1.3636864.

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Dévai, Gergely, Zoltán Gera, and Zoltán Kelemen. "Language abstractions for low level optimization techniques." In NUMERICAL ANALYSIS AND APPLIED MATHEMATICS ICNAAM 2012: International Conference of Numerical Analysis and Applied Mathematics. AIP, 2012. http://dx.doi.org/10.1063/1.4756166.

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Batory, Don. "Using modern mathematics as an FOSD modeling language." In the 7th international conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1449913.1449921.

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Levin, Gary Marc. "ISETL: a language for teaching discrete mathematics (abstract)." In the 1990 ACM annual conference. New York, New York, USA: ACM Press, 1990. http://dx.doi.org/10.1145/100348.100507.

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Kim, Soocheol, and Ryaeyong Lee. "Analyzing Mathematics Competencies in Korean Language Debate Class." In Information and Smart Technology Convergence 2018. Science & Engineering Research Support soCiety, 2018. http://dx.doi.org/10.14257/astl.2017.149.10.

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Kim, Soocheol, and Ryaeyong Lee. "Analyzing Mathematics Competencies in Korean Language Debate Class." In Information and Smart Technology Convergence 2018. Science & Engineering Research Support soCiety, 2018. http://dx.doi.org/10.14257/astl.2018.149.10.

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Reports on the topic "Mathematics language"

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Bhargava, Hemant K., Ramayya Krishnan, and Sumitra Mukherjee. On the Integration of Data and Mathematical Modeling Languages. Fort Belvoir, VA: Defense Technical Information Center, September 1991. http://dx.doi.org/10.21236/ada242733.

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Vroom, Kristen. Guided Reinvention as a Context for Investigating Students' Thinking about Mathematical Language and for Supporting Students in Gaining Fluency. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7420.

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Pritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PISA: sex, rurality, home language, immigrant status, and socio-economic status (SES)—using the PISA measure of ESCS (Economic, Social, and Cultural Status) to measure SES. We document four important facts. First, with the exception of Ecuador, less than a third of the advantaged (male, urban, native, home speakers of the language of instruction) and ESCS elite (plus 2 standard deviations above the mean) children enrolled in public schools in PISA-D countries reach the SDG minimal target of PISA level 2 or higher in mathematics (with similarly low levels for reading and science). Even if learning differentials of enrolled students along all five dimensions of disadvantage were eliminated, the vast majority of children in these countries would not reach the SDG minimum targets. Second, the inequality in learning outcomes of the in-school children who were assessed by the PISA by household ESCS is mostly smaller in these less developed countries than in OECD or high-performing non-OECD countries. If the PISA-D countries had the same relationship of learning to ESCS as Denmark (as an example of a typical OECD country) or Vietnam (a high-performing developing country) their enrolled ESCS disadvantaged children would do worse, not better, than they actually do. Third, the disadvantages in learning outcomes along four characteristics: sex, rurality, home language, and being an immigrant country are absolutely large, but still small compared to the enormous gap between the advantaged, ESCS average students, and the SDG minimums. Given the massive global inequalities, remediating within-country inequalities in learning, while undoubtedly important for equity and justice, leads to only modest gains towards the SDG targets. Fourth, even including both public and private school students, there are strikingly few children in PISA-D countries at high levels of performance. The absolute number of children at PISA level 4 or above (reached by roughly 30 percent of OECD children) in the low performing PISA-D countries is less than a few thousand individuals, sometimes only a few hundred—in some subjects and countries just double or single digits. These four hard lessons from PISA-D reinforce the need to address global equity by “raising the floor” and targeting low learning levels (Crouch and Rolleston, 2017; Crouch, Rolleston, and Gustafsson, 2020). As Vietnam and other recent successes show, this can be done in developing country settings if education systems align around learning to improve the effectiveness of the teaching and learning processes to improve early learning of foundational skills.
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