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Journal articles on the topic 'Mathematics language'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2022

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1

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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3

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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Sarukkai, Sundar. "Mathematics, Language and Translation." Meta 46, no. 4 (October 2, 2002): 664–74. http://dx.doi.org/10.7202/004032ar.

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Abstract The mathematical discourse is not possible without a fertile use of natural language. Its symbols, first and foremost, refer to natural language terms. Its texts are a combination of symbols, natural language, diagrams and so on. To coherently read these texts is to be involved in the activity of translation. Applied mathematics, as in physics, constantly shifts from one language (and culture) to another and, therefore, is best understood within the ambit of translation studies.

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Bairy, Shailaja. "Multilingual Approach to Mathematics Education." Issues and Ideas in Education 7, no. 2 (September 4, 2019): 71–86. http://dx.doi.org/10.15415/iie.2019.72008.

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Multilingual approach to pedagogical practices in mathematics has the potential to target high level mathematical competence and abstraction. Content and Language Integrated Learning (CLIL) is an innovative educational approach to learning, a dynamic and motivating force with holistic features. Not only does it image a shift towards curricular and cultural integration but also helps greatly to focus on deeper conceptual understanding in Mathematics. CLIL’s basic principle of integration of the content and languages if accepted in a broader sense as ‘Content connected to regional language and a new language, culture, nature, real-life’ might solve various problems associated with the teaching-learning of mathematics, and thus ensures to support ‘learning for real life’. This paper establishes the need for ‘Multilingualism’ through a comprehensive literature research. It highlights multilingualism as a trigger for active approach to the quality of Mathematics education, mainly in Indian scenario. The importance of teaching mathematics as a language and specific strategies for teaching mathematics vocabulary are discussed. The illustrations provided for such approaches are entirely based on author’s teaching experiences.

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UHLÍŘOVÁ, Martina. "LANGUAGE SHOWERS IN PRIMARY MATHEMATICS EDUCATION." Trends in Education 9, no. 1 (July 1, 2016): 265–71. http://dx.doi.org/10.5507/tvv.2016.039.

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Vukovic, Rose K., and Nonie K. Lesaux. "The language of mathematics: Investigating the ways language counts for children’s mathematical development." Journal of Experimental Child Psychology 115, no. 2 (June 2013): 227–44. http://dx.doi.org/10.1016/j.jecp.2013.02.002.

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Capps, Lelon R., and Jamar Pickreign. "Language Connections in Mathematics: A Critical Part of Mathematics Instruction." Arithmetic Teacher 41, no. 1 (September 1993): 8–12. http://dx.doi.org/10.5951/at.41.1.0008.

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In 1973, Bruner maintained that teachers need clear and correct mathematical words to describe problem situations, to question students' unreasoned statements in mathematics, and to encourage students' further research and reading in mathematics. Bruner insisted that “good mathematical language challenges—relights the flame of curiosity” and further said that people use words to resolve puzzling situations. He suggested, however, that using words correctly in solving problems is not easy. To encourage students to speculate, teachers need to help them to understand the use of the words.

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Hoffert, Sharon B. "Mathematics: The Universal Language?" Mathematics Teacher 103, no. 2 (September 2009): 130–39. http://dx.doi.org/10.5951/mt.103.2.0130.

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Winteridge, Bud, and Keith Devlin. "The Language of Mathematics." Mathematical Gazette 84, no. 501 (November 2000): 544. http://dx.doi.org/10.2307/3620797.

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Bruun, Faye, Joan M. Diaz, and Valerie J. Dykes. "The Language of Mathematics." Teaching Children Mathematics 21, no. 9 (May 2015): 530–36. http://dx.doi.org/10.5951/teacchilmath.21.9.0530.

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Students may excel in computation, but their ability to apply their skills will suffer if they do not understand the math vocabulary used in instructions and story problems. This action research project examined two methods for strengthening student ability to communicate mathematically.

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19

Stabler, E. P. "Mathematics of language learning." Histoire Épistémologie Langage 31, no. 1 (2009): 127–45. http://dx.doi.org/10.3406/hel.2009.3109.

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20

Pullum, Geoffrey K. "The mathematics of language." Mathematical Intelligencer 28, no. 2 (March 2006): 74–78. http://dx.doi.org/10.1007/bf02987162.

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21

Raiker, Andrea. "Spoken Language and Mathematics." Cambridge Journal of Education 32, no. 1 (March 2002): 45–60. http://dx.doi.org/10.1080/03057640220116427.

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22

Brown, Tony. "MATHEMATICS, LANGUAGE AND DERRIDA." Advances in Mathematics Education 1, no. 1 (January 1999): 11–22. http://dx.doi.org/10.1080/14794809909461543.

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Hoffert, Sharon B. "Mathematics: The Universal Language?" Mathematics Teacher 103, no. 2 (September 2009): 130–39. http://dx.doi.org/10.5951/mt.103.2.0130.

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Baiduri and Dwi Priyo Utomo. "TEACHERS' COMPETENCE IN THE ACQUISITION AND USE OF THE MATHEMATICAL LANGUAGE IN INDONESIA." Humanities & Social Sciences Reviews 8, no. 4 (October 4, 2020): 1471–81. http://dx.doi.org/10.18510/hssr.2020.84135.

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The purpose of the study: This paper aimed at describing the teachers' competence in the acquisition and use of the language of mathematics at public and private senior high schools all over Malang City, Malang Regency, and Batu City, Indonesia. Methodology: Qualitative descriptive research design was employed by means of content analysis on the results of the interview and documents of mathematic instructions designed by 30 teachers who also served as the research subjects, spiral analysis on the qualitative data by Creswell was applied to analyze the data, with the support of NVivo 12 plus software. Main Findings: This research has revealed that the teachers have acquired and used the language of mathematics, with some errors and fallacies in the use of mathematics vocabularies, grammar, and the explanation of mathematical symbols. The teachers' competence in the acquisition and use of the language of mathematics was influenced by the knowledge about mathematical concepts, presentations, and instructions. Applications of this study: The findings of this study are expected to add new knowledge about the competency of the mathematics language of the teacher so that it can be used as a reference for colleges producing teacher candidates in developing the curriculum. Theoretically, these results can be used as a reference and contribute to assessing the mathematical language competence of teachers. Novelty/Originality of this study: This current research, is based on their educational qualifications, and to identify factors that influence the teachers' competence in the acquisition and use of the language of mathematics which is less explored by the earlier researcher.

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25

Jaffe, Arthur M., and Zhengwei Liu. "Mathematical picture language program." Proceedings of the National Academy of Sciences 115, no. 1 (December 19, 2017): 81–86. http://dx.doi.org/10.1073/pnas.1710707114.

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We give an overview of our philosophy of pictures in mathematics. We emphasize a bidirectional process between picture language and mathematical concepts: abstraction and simulation. This motivates a program to understand different subjects, using virtual and real mathematical concepts simulated by pictures.

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Tselishchev, V. V. "Rules, understanding and language games in mathematics." Philosophical Problems of Information Technologies and Cyberspace, no. 1 (July 14, 2021): 35–45. http://dx.doi.org/10.17726/philit.2021.1.2.

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The article is devoted to the applicability of Wittgenstein’s following the rule in the context of his philosophy of mathematics to real mathematical practice. It is noted that in «Philosophical Investigations» and «Remarks on the Foundations of Mathematics» Wittgenstein resorted to the analysis of rather elementary mathematical concepts, accompanied also by the inherent ambiguity and ambiguity of his presentation. In particular, against this background, his radical conventionalism, the substitution of logical necessity with the «form of life» of the community, as well as the inadequacy of the representation of arithmetic rules by a language game are criticized. It is shown that the reconstruction of the Wittgenstein concept of understanding based on the Fregian division of meaning and referent goes beyond the conceptual framework of Wittgenstein language games.

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Purpura, David J., and Erin E. Reid. "Mathematics and language: Individual and group differences in mathematical language skills in young children." Early Childhood Research Quarterly 36 (2016): 259–68. http://dx.doi.org/10.1016/j.ecresq.2015.12.020.

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Gökçe, Semirhan, Giray Berberoğlu, Craig S. Wells, and Stephen G. Sireci. "Linguistic Distance and Translation Differential Item Functioning on Trends in International Mathematics and Science Study Mathematics Assessment Items." Journal of Psychoeducational Assessment 39, no. 6 (April 16, 2021): 728–45. http://dx.doi.org/10.1177/07342829211010537.

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The 2015 Trends in International Mathematics and Science Study (TIMSS) involved 57 countries and 43 different languages to assess students’ achievement in mathematics and science. The purpose of this study is to evaluate whether items and test scores are affected as the differences between language families and cultures increase. Using differential item functioning (DIF) procedures, we compared the consistency of students’ performance across three combinations of languages and countries: (a) same language but different countries, (b) same countries but different languages, and (c) different languages and different countries. The analyses consisted of the detection of the number of DIF items for all paired comparisons within each condition, the direction of DIF, the magnitude of DIF, and the differences between test characteristic curves. As the countries were more distant with respect to cultures and language families, the presence of DIF increased. The magnitude of DIF was greatest when both language and country differed, and smallest when the languages were same, but the countries were different. Results suggest that when TIMSS results are compared across countries, the language- and country-specific differences which could reflect cultural, curriculum, or other differences should be considered.

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Barwell, Richard. "Learning Mathematics in a Second Language: Language Positive and Language Neutral Classrooms." Journal for Research in Mathematics Education 51, no. 2 (March 2020): 150–78. http://dx.doi.org/10.5951/jresematheduc-2020-0018.

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Research focused on learning mathematics in a 2nd language is generally located in individual 2nd-language contexts. In this ethnographic study, I investigated mathematics learning in 4 different second-language contexts: a mainstream classroom, a sheltered classroom for Indigenous students, a welcome class for new immigrants, and a French-immersion classroom. The study was framed by a view of learning as socialization and the Bakhtinian notion of centripetal and centrifugal language forces. I present 7 socialization events that were particularly salient in 1 or more of the classrooms. For each socialization event, I identify various socialization practices. Based on a comparison of socialization practices in the 4 classrooms, I propose a distinction between language positive and language neutral mathematics classrooms. In language positive mathematics classrooms, students’ socialization into mathematics and language includes explicit attention to different aspects of language use in mathematics. In language neutral mathematics classrooms, the role of language in mathematics tends to be implicit.

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Greer, George Brian, and Swapna Mukhopadhyay. "The language of mathematics: Telling mathematical tales. Bill Barton. 2008." Educational Studies in Mathematics 73, no. 2 (November 10, 2009): 211–15. http://dx.doi.org/10.1007/s10649-009-9219-8.

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Cramer, Kothleen, and Lee Karnowski. "The Importance of Informal Language in Representing Mathematical Ideas." Teaching Children Mathematics 1, no. 6 (February 1995): 332–35. http://dx.doi.org/10.5951/tcm.1.6.0332.

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Mathematics as Problem Solving, Mathematics as Communication. Mathematics as Reasoning, and Mathematical Connections—these four Standards, which open the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989), can be considered the pedagogical standards.

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Wang, Wenna, Caifang Jiang, and Zhaolan Fan. "The Relation of Mathematics and Language Ability." Asian Social Science 13, no. 10 (September 27, 2017): 152. http://dx.doi.org/10.5539/ass.v13n10p152.

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How number is presented? Is it represented difference for different species? We first review behavioural and neuropsychological studies for the representation of different level of mathematical ability for animals, infants, lesion cases and images studies to demonstrate the relationship of mathematics and language. It can be included that 1) both humans and animals share an elemental number quantification system, which is without supporting by language ability; 2) the language ability is crucial to get higher mathematical ability. We then summarize the main research status for each line of studies. Finally, we outline recommendations for future research directions.

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Choi, Jean, Rebecca Milburn, Brett Reynolds, Philip Marcoccia, Patrick Justin Silva, and Sikander Panag. "13. The Intersection of Mathematics and Language in the Post-Secondary Environment: Implications for English Language Learners." Collected Essays on Learning and Teaching 6 (June 17, 2013): 71. http://dx.doi.org/10.22329/celt.v6i0.3709.

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Given the increasing number of English Language Learners (ELLs) in post-secondary environments (Roessingh & Douglas, 2012), educational practices such as availability of language support for mathematics should be assessed to ensure that all students’ needs are met. To explore the effects of language on mathematics in ELLs, mathematical test items were presented in four language contexts: vocabulary knowledge, negation, preposition use, and atypical sentence structure. Sixty students enrolled in mathematics courses volunteered to complete the mathematics task. Results suggest that math items falling into each of the four language contexts disadvantage ELLs, highlighting that the needs of ELLs should be considered at all levels, from classroom practices to educational policy.

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Sullivan, A. Deanie, and Amy Roth McDuffie. "Investigations: Connecting Multiplication to Contexts and Language." Teaching Children Mathematics 15, no. 8 (April 2009): 502–11. http://dx.doi.org/10.5951/tcm.15.8.0502.

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This department features children's explorations in mathematics and presents teachers with open-ended investigations to enhance mathematics instruction. The tasks invoke problem solving and reasoning, require communication skills, connect various mathematical concepts and principles, and have been classroom tested.

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Habala, Peter, and Marie Demlova. "Teaching comprehension of mathematical language—a case for discrete approach." Teaching Mathematics and its Applications: An International Journal of the IMA 38, no. 3 (July 27, 2018): 123–34. http://dx.doi.org/10.1093/teamat/hrz003.

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Abstract Arguably the largest obstacle freshmen face in their mathematics courses is their unfamiliarity with the language of mathematics. Addressing this problem right at the start seems like a sensible strategy, as comprehension of mathematical communication helps students in all mathematics courses they will take. In this paper we discuss general strategies that can be used when addressing the competency in understanding and speaking the language of mathematics. In particular we focus on benefits of teaching students to prove statements and difficulties related to such endeavour. We introduce discrete mathematics as a particularly suitable course for such activity. Then we look closer at practical experiences we had when teaching comprehension of mathematical language and proofs in discrete mathematics courses.

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Hanselman, Cheryl A. "Stop Using Foul Language in the Mathematics Classroom." Mathematics Teaching in the Middle School 3, no. 2 (October 1997): 154–60. http://dx.doi.org/10.5951/mtms.3.2.0154.

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Some words have no place in the mathematics classroom. Most teachers do not allow children to use foul language. Words that inappropriately refer to deities, bodily functions, or intimate relationships are banned because they are hurtful and because they create confusion between their meaning and perceived connotations. Teachers, however, unintentionally use other words that are confusing and hurtful to young mathematical minds. In my many years as a teacher of remedial-level mathematics, I have found that such terms as reduce, cancel, and invert and multiply have created deep-seated confusion and misconceptions in the minds of my students. I believe that they should be treated like foul language and banned from premature use in the mathematics classroom.

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Whiteford, Tim. "Is Mathematics a Universal Language?" Teaching Children Mathematics 16, no. 5 (December 2009): 276–83. http://dx.doi.org/10.5951/tcm.16.5.0276.

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Vega, Stephanie. "Annaliese relates mathematics to language." Teaching Children Mathematics 18, no. 8 (April 2012): 520. http://dx.doi.org/10.5951/teacchilmath.18.8.0520.

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Students say some amazing things. Back Talk highlights the learning of one or two students and their approach to solving a math problem or prompt. This article is a conversation between a student and teacher on the use of context to understand the relationship between the numbers and text that compose a word problem.

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O'Grady, William. "Language, mathematics, and cerebral distinctness." Behavioral and Brain Sciences 23, no. 1 (February 2000): 45. http://dx.doi.org/10.1017/s0140525x00472390.

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Barwell, Richard. "Language in the Mathematics Classroom." Language and Education 19, no. 2 (March 15, 2005): 96–101. http://dx.doi.org/10.1080/09500780508668665.

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Silver, Daniel. "The New Language of Mathematics." American Scientist 105, no. 6 (2017): 364. http://dx.doi.org/10.1511/2017.105.6.364.

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Thompson, Denisse R., and Rheta N. Rubenstein. "Literacy in Language and Mathematics." Journal of Adolescent & Adult Literacy 58, no. 2 (September 24, 2014): 105–8. http://dx.doi.org/10.1002/jaal.338.

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Kantrowitz, Robert. "MATHEMATICS IN A FOREIGN LANGUAGE." PRIMUS 2, no. 3 (January 1992): 193–202. http://dx.doi.org/10.1080/10511979208965662.

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Prediger, Susanne, Nadine Wilhelm, Andreas Büchter, Erkan Gürsoy, and Claudia Benholz. "Language Proficiency and Mathematics Achievement." Journal für Mathematik-Didaktik 39, S1 (February 13, 2018): 1–26. http://dx.doi.org/10.1007/s13138-018-0126-3.

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Lohmar, Dieter. "Non-Language Thinking in Mathematics." Axiomathes 22, no. 1 (June 24, 2011): 109–20. http://dx.doi.org/10.1007/s10516-011-9164-x.

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MacGregor, Mollie. "Learning the language of mathematics." Australian Educational Researcher 15, no. 3 (September 1988): 57–65. http://dx.doi.org/10.1007/bf03219419.

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Jamison, Robert E. "Learning the Language of Mathematics." Language and Learning Across the Disciplines 4, no. 1 (2000): 45–54. http://dx.doi.org/10.37514/lld-j.2000.4.1.06.

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Kravtsov, G. A., N. V. Kravtsova, O. V. Khodakovskaya, V. V. Nikitchenko, and A. N. Prymushko. "Brain Mathematics and Language. I." Èlektronnoe modelirovanie 43, no. 3 (June 4, 2021): 87–108. http://dx.doi.org/10.15407/emodel.43.03.087.

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The authors consider as the main hypothesis about the possibility of constructing the mathematics of the brain, the statement that the supposed basis of any context of thinking is primarily formed by a system of axioms, which is the foundation of abstract thinking, realized or materialized through some language. The authors investigate the problem of the applicability of language as the main instrument of cultural continuity and form a research program that includes: the development of a unified ontology that describes objects, actions, qualities and relationships; studying the nature of the context and presenting it with unambiguous concepts of a unified ontology; determining the applicability of actions to objects as partially-defined functions to mathematical categories; model of subjective choice of semantic categories according to relevance in a certain context.

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Malviya, Saumya. "Language Use in Mathematical Practice: An Ethnographic Perspective." Society and Culture in South Asia 4, no. 2 (May 13, 2018): 208–32. http://dx.doi.org/10.1177/2393861718767239.

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Mathematics is often seen as an epitome of cold objectivity and astounding infallibility. Particularly for the outsiders, it comes across as an extremely rigid and closed system which seems impenetrable owing to its very specific and technical language. This article problematises these assumptions and seeks to study mathematics as a social practice with insights drawn from an anthropology of language and concepts, Wittgenstein’s philosophy of mathematics and semiotics. Using the anthropological insight that a language is always embedded in a form of life, this article shows how mathematical practice generates its own conventions and forms of language use. In particular, two dimensions of language use in mathematics are delineated and their consequences for further research are drawn out. In the first part of the article, the role of concepts in the discourse of mathematics is explored and in the second it is shown how applying a rigid distinction between syntax and semantics to mathematical language obstructs our understanding of its fluid and dynamic character. The argument unfolds through an analyses of interviews, texts and classroom sessions and shows how mathematical practice is heavily context bound and mathematicians often display an ethnographic attentiveness towards their work. The general tenor of the description is such that it attempts to trace the ethical dimension latent in mathematical practice and suggests a possibility of exploring it as a form of life. Connected to this thought is the argument that like any other practice, mathematical practice generates its own forms of reflections which cannot simply be assimilated to philosophical/theoretical knowledge. The question whether this action knowledge regarding mathematics has some relation to the South Asian location where the ethnography unfolds is also tentatively explored.

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Caniglia, Joanne C., Lisa Borgerding, and Michelle Meadows. "Strengthening Oral Language Skills in Mathematics for English Language Learners Through Desmos® Technology." International Journal of Emerging Technologies in Learning (iJET) 12, no. 05 (May 31, 2017): 189. http://dx.doi.org/10.3991/ijet.v12i05.6947.

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A major focus of teaching English Language Learners (ELL) in mathematics classrooms is to provide multiple opportunities for students to use authentic language. Barrier games offer ELLs a balance between productive (speaking, writing) and receptive (listening, reading) language. In a barrier game, students work in pairs to complete an information gap activity where learners are missing the information they need to complete a task and need to talk to each other to find it. With Desmos®’ Polygraph program, students are provided online tools for transforming informal language into formal language similar to a Barrier Game. Following a background of barrier games in mathematics, this article will provide a detailed description of Polygraph and its potential for all students to learn and apply authentic mathematical language.

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