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

Tamsin Meaney

    Research output: Book chapter/Published conference paperConference paper

    24 Downloads (Pure)

    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 languageEnglish
    Title of host publicationProceedings of the Fifth Congress
    EditorsD Pitta' Pitta'Pantazi, G. Philippou
    Place of PublicationCyprus
    PublisherESRME
    Pages1130-1139
    Number of pages10
    ISBN (Electronic)9789963671250
    Publication statusPublished - 2007
    EventCongress of the European Society for Research in Mathematics Education (CERME) - Larnaca, Cyprus
    Duration: 22 Feb 200726 Feb 2007

    Conference

    ConferenceCongress of the European Society for Research in Mathematics Education (CERME)
    Period22/02/0726/02/07

    Fingerprint Dive into the research topics of 'Authority relations in the acquisition of the mathematical register at home and at school'. Together they form a unique fingerprint.

  • Cite this

    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.