Topic Area: Language and Mathematics

  • Marjorie Carss

Abstract

The program was organised around three themes: Oral Mathematics, Reading and Writing Mathematics, and Teaching and Learning Mathematics in a Second Language. A simplified version of the program is shown on the accompanying page. Each session was of 90 minutes duration and presentations were generally restricted to about 20 minutes to allow for questions and discussion. A leader was selected in advance from the presenters in each session to coordinate reporting, prepare summaries, and to sit on the panel in the closing plenary session. Chairpersons for each session introduced the speakers, kept presentations to the appropriate time limit, and led question time. Attendances were very encouraging and showed active interest in all three themes. An international group of over one hundred people has been formed to encourage cooperation in research and correspondence between members with a view to making real progress in the four years to ICME 6.

Keywords

Mathematics Teacher Mother Tongue Mathematics Classroom Learn Mathematic Distant Culture 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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References

  1. Austin, J.L. and Howson, A.G. (1979) ‘Language and Mathematical Education’, Educational Studies in Mathematics, 102 ), (pp) 161–197.CrossRefGoogle Scholar
  2. Booth, L.R. (1984) Algebra: Children’s Strategies and Errors,NFER- Nelson.Google Scholar
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  7. Stubbs, M. (1980) Language and Literacy, Routledge and Kegan Paul.Google Scholar

Copyright information

© Springer Science+Business Media New York 1986

Authors and Affiliations

  • Marjorie Carss
    • 1
  1. 1.Education DepartmentUniversity of QueenslandSt Lucia, BrisbaneAustralia

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