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The Pragmatics of Mathematics Education: Vagueness in Mathematical Discourse

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Are students intimidated by the nature of mathematics teaching? Many students appear fearful of voicing their understanding - is fear of error part of the linguistics of mathematics? The approaches explored here provide a rationale and a method for exploring and understanding speakers' motives in classroom mathematics talk. Teacher-student interactions in mathematics are analysed, and this provides a toolkit that teachers can use to respond to the intellectual vulnerability of their students.

Kindle Edition

First published January 1, 1999

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About the author

Tim Rowland

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