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Mathematical Language: The Use of Mathematical Language Is Shaped When the Teacher Models Appropriate Terms and Communicates Their Meaning in a Way that Students UnderstandIf students are to make sense of mathematical ideas they need an understanding of the mathematical language used in the classroom. A key task for the teacher is to foster the use, as well as the understanding, of appropriate mathematical terms and expressions. Conventional mathematical language needs to be modeled and used so that, over time, it can migrate from the teacher to the students (Runesson, 2005). Explicit language instruction and modeling takes into account students‘ informal understandings of the mathematical language in use. For example, words such as ―less than‖, ―more‖, ―maybe‖, and ―half‖ can have quite different meanings within a family setting. Students can also be helped in grasping the underlying meaning through the use of words or symbols with the same mathematical meaning, for example, ‗x‘, ‗multiply‘, and ‗times‘.
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