Being able to communicate mathematical ideas is an aim of many mathematical curricula around the world. To achieve this, students need to acquire themathematics register. This paper uses data from research in which a six-year old child's interactions with others, including her teacher, her peers and her family, wererecorded. From one day's recording, initial findings are presented of how authority is manifested in these interactions and the effect that this has on opportunities for thechild to acquire the mathematics register. It would seem that how interactions occur in the home are more likely to result in the acquisition of the mathematics register.
|Title of host publication||Proceedings of the Fifth Congress|
|Editors||D Pitta' Pitta'Pantazi, G. Philippou|
|Place of Publication||Cyprus|
|Number of pages||10|
|Publication status||Published - 2007|
|Event||Congress of the European Society for Research in Mathematics Education (CERME) - Larnaca, Cyprus|
Duration: 22 Feb 2007 → 26 Feb 2007
|Conference||Congress of the European Society for Research in Mathematics Education (CERME)|
|Period||22/02/07 → 26/02/07|
Meaney, T. (2007). Authority relations in the acquisition of the mathematical register at home and at school. In D. P. Pitta'Pantazi, & G. Philippou (Eds.), Proceedings of the Fifth Congress (pp. 1130-1139). ESRME.