Authority relations in the acquisition of the mathematical register at home and at school

Tamsin Meaney

Authority relations in the acquisition of the mathematical register at home and at school

Tamsin Meaney

Research output: Book chapter/Published conference paper › Conference paper › peer-review

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Abstract

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.

Original language	English
Title of host publication	Proceedings of the Fifth Congress
Editors	D Pitta' Pitta'Pantazi, G. Philippou
Place of Publication	Cyprus
Publisher	ESRME
Pages	1130-1139
Number of pages	10
ISBN (Electronic)	9789963671250
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

Conference	Congress of the European Society for Research in Mathematics Education (CERME)
Period	22/02/07 → 26/02/07

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CRO_Meaney_2007_Authority relations.pdfAccepted author manuscript, 250 KB

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title = "Authority relations in the acquisition of the mathematical register at home and at school",

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AB - 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.

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ER -

Authority relations in the acquisition of the mathematical register at home and at school

Abstract

Conference

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