Constructing Meanings of Mathematical Registers Using Metaphorical Reasoning and Models

Autor/in	Lai, Mun Yee
Titel	Constructing Meanings of Mathematical Registers Using Metaphorical Reasoning and Models
Quelle	In: Mathematics Teacher Education and Development, 15 (2013) 1, S.29-47 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-3901
Schlagwörter	Foreign Countries; Figurative Language; Logical Thinking; Mathematical Models; Mathematics Instruction; Mathematical Concepts; Language Usage; Syntax; Semantics; Pragmatics; Secondary School Mathematics; Grade 7; Secondary School Teachers; Mathematics Teachers; Discourse Analysis; Teacher Education; Semi Structured Interviews; China + Suchen Sie Ihr Suchwort? Ausland; Mathematical model; Mathematisches Modell; Mathematics lessons; Mathematikunterricht; Sprachgebrauch; Semantik; Pragmalinguistik; School year 07; 7. Schuljahr; Schuljahr 07; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Diskursanalyse; Lehrerausbildung; Lehrerbildung
Abstract	Current debates about successful mathematics pedagogy suggest that mathematical learning and problem solving can be enhanced by using metaphors as they provide students with a tool for thinking. But assisting pre-service teachers to understand the importance of careful and accurate explanations for mathematical concepts remains an issue. This paper investigates how a mathematics teacher made use of models and metaphors to construct mathematical meanings within a transformational shift between less- and more-mathematical language. The Peircian model of semiosis was employed to identify the conceptual relationships in the metaphors and to analyse possible discrepancies between the literal meaning of metaphors, the teacher's intended meaning and the targeted mathematical concepts. The findings indicate that the syntactic, semantic, and pragmatic features of the language used in mathematics teaching play a significant role in student learning. Teachers' knowledge of students' prior understanding of mathematical meaning of related concepts and their knowledge of examples, models, and language that are pedagogically preferable jointly affect the quality of teaching. (As Provided).
Anmerkungen	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: mted@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10