A famous linguist stated that to learn a subject is to learn the language of the subject. In the mathematics classroom, language is often deemed an invisible resource. Yet mathematical ideas cannot be effectively communicated without using appropriate language. How can this resource be better understood and utilized to support both mathematical learning and teaching? Be prepared to interact as we share our explorations and approaches to using language as a resource in your classroom.
This session is full.
Pauline is currently pursuing a doctoral degree in the Mathematics Education PhD program at Simon Fraser University. She has previously taught Mathematics to both primary and secondary students for more than ten years. She also has had many opportunities to work with teachers in the designing of learning experiences for students as part of teacher professional development. Her research interests include the role of language in mathematics education and teacher education.
For ten years Sandra has been a full-time secondary mathematics teacher and department head. She is also a PhD candidate in SFU’s mathematics education doctoral program. Sandra began her teaching career as an intermediate elementary teacher and for seven years explored an interdisciplinary approach to learning. This experience was foundational to her interests in the role of language in the learning of mathematics. Her current research focuses on language and productive mathematical discussions.