Abstract
Chapter 10 begins the part on pedagogical challenges. In it, we describe the model for mathematics register acquisition (MRA) that was used in understanding how the teachers supported students’ learning of the mathematics register. The MRA has four stages: noticing, intake, integration, and output. In the initial stages, the teacher is very much in control of the interaction as a new language is introduced and students are encouraged to use the language in very restricted ways. In the final two stages, students take over the control of choosing how to use the language. The teacher’s role in this situation is to provide the opportunities whereby students were likely to need to use the newly learnt features of the mathematics register. The descriptions of the strategies that the teachers used at each stage provide details about how the students gained fluency in the mathematics register.
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Appendix: Year 6 Teacher’s Scaffolding Strategies
Appendix: Year 6 Teacher’s Scaffolding Strategies
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Meaney, T., Trinick, T., Fairhall, U. (2012). “They Don’t Use the Words Unless You Really Teach Them”: Mathematical Register Acquisition Model. In: Collaborating to Meet Language Challenges in Indigenous Mathematics Classrooms. Mathematics Education Library, vol 52. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-1994-1_10
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