This paper 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 teachers' 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.
|Number of pages||5|
|Publication status||Published - 2006|