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Acquiring the mathematics register in classrooms

Author(s): 
Tamsin Meaney

This article describes how a teacher in a high school classroom facilitated her students' acquisition and use of the specialist language of mathematics. Using ideas from second language acquisition, the teacher's strategies for language development are grouped into four stages. This paper suggests that for students to become fluent producers and interpreters of the mathematics register there must be opportunities for them to use the language at all four stages.

Journal issue: 
Start page: 
39

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