Abstract
The object of this study is the relation between language and the development of mathematical ideas and skills in schoolchildren. It concentrates on the idea that language is a rule-governed conduct and it tries to discover the rules that are fundamental to the process of learning.
Reprinted by permission of the Revue de Phonétique Appliquée.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Kemme, S.L.; 1981, References of Speech Acts as characteristics of mathematical classroom conversation, to appear in Educational Studies in Mathematics, Reidel, Dordrecht.
Krooshof, G. e.a.; 1976, Moderne Wiskunde, part. 1 and 2, Wolters-Noordhoff, Groningen.
Miller, G.A. & Johnson-Laird, P.N.; 1976, Language and Perception, Cambridge University Press Cambridge.
Searle J.; 1969, Speech Acts, Cambridge University Press, Cambridge.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 1982 Plenum Press, New York
About this chapter
Cite this chapter
Kemme, S.L. (1982). References as Parts of Speech Acts in the Education of Mathematics. In: Lowenthal, F., Vandamme, F., Cordier, J. (eds) Language and Language Acquisition. Springer, Boston, MA. https://doi.org/10.1007/978-1-4684-9099-2_2
Download citation
DOI: https://doi.org/10.1007/978-1-4684-9099-2_2
Publisher Name: Springer, Boston, MA
Print ISBN: 978-1-4684-9101-2
Online ISBN: 978-1-4684-9099-2
eBook Packages: Springer Book Archive