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Journal articles on the topic 'Linguistics (Mathematics)'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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1

Lambek, J. "Grammar as Mathematics." Canadian Mathematical Bulletin 32, no. 3 (September 1, 1989): 257–73. http://dx.doi.org/10.4153/cmb-1989-039-x.

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AbstractWhile there are a small number of reasonably deep theorems in mathematical linguistics, I wish to argue that grammar is mathematics at a very basic level, albeit "trivial" mathematics. Linguistic activities such as the production and recognition of sentences are quite analogous to the mathematical activities of proving theorems or making calculations, while learning a language involves something akin to the discovery or invention of postulates.

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2

Diamond, Jared M. "Mathematics in linguistics." Nature 366, no. 6450 (November 1993): 19–20. http://dx.doi.org/10.1038/366019a0.

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Cosculluela, Cécile M. "Elements For a Synergetic Approach to Peirce’s Semiotics and Adamczewski’s Linguistics." Recherches sémiotiques 29, no. 2-3 (February 18, 2013): 151–82. http://dx.doi.org/10.7202/1014254ar.

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How legitimate is the use of numbers by linguistic operators zero, phase 1 and phase 2? It seems that these references to the philosophy of mathematics pose a problem that is inherently tied to the core of the science of linguistics. The Peircean categories of firstness, secondness and thirdness not only offer terminogical solutions, but also corollary epistemological openings that allow for the substitution of linguistic’s empiricism by a semiotic basis.

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4

Gua, Hans. "A Mathematical Theory of Language." International Journal of Contemporary Education 1, no. 1 (December 27, 2017): 1. http://dx.doi.org/10.11114/ijce.v1i1.2893.

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Modern linguistics cannot define and identify the best or standard pronunciations, writing and grammar. The choice and decision of sole human unified standard official or common language cannot be solved by modern linguistics generally. The current linguistics is no longer met the human developments because it can’t answer what the best language is. The sole unified standard official global English cannot appear because of English linguistic level and shortcoming mainly. English linguistics comes to predominate in the contemporary era. Negating and improving the current linguistics must be negated and improved English linguistics first. The finite numerals are expressed infinite quantities in the mathematics. The finite sounds are represented the infinite meanings in the language. The theory and method are almost same in the mathematics and linguistics generally. The linguistics is a branch or concrete application of information theory (IT). IT is based on the probability theory and statistics generally. A meaning is often certain code, string of codes or mathematical value in the language. Defining or explaining certain meaning of language is measured and calculated a mathematical value actually. A subsystem or subtopic such as language teaching is often based on the general linguistics.

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5

Tomalin, Marcus. "Leonard Bloomfield." Historiographia Linguistica 31, no. 1 (July 30, 2004): 105–36. http://dx.doi.org/10.1075/hl.31.1.06tom.

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Summary This paper considers various aspects of Leonard Bloomfield’s (1887–1949) interest in contemporaneous mathematics. Specifically, some of the sources from which he obtained his mathematical knowledge are discussed, as are his own proposals for a linguistics-based solution to the foundations crisis which preoccupied leading mathematicians during the first half of the 20th century. In addition, his attitude towards the role of meaning in linguistic theory is reassessed in the light of his knowledge of Hilbertian Formalism.

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Netz, Reviel. "Linguistic formulae as cognitive tools." Pragmatics and Cognition 7, no. 1 (1999): 147–76. http://dx.doi.org/10.1075/pc.7.1.07net.

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Ancient Greek mathematics developed the original feature of being deductive mathematics. This article attempts to give a (partial) explanation f or this achievement. The focus is on the use of a fixed system of linguistic formulae (expressions used repetitively) in Greek mathematical texts. It is shown that (a) the structure of this system was especially adapted for the easy computation of operations of substitution on such formulae, that is, of replacing one element in a fixed formula by another, and it is further argued that (b) such operations of substitution were the main logical tool required by Greek mathematical deduction. The conclusion explains why, assuming the validity of the description above, this historical level (as against the universal cognitive level) is the best explanatory level for the phenomenon of Greek mathematical deduction.

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Megawanti, Priarti, and Eka Septiani. "RELATIONSHIP BETWEEN LINGUISTICS INTELLIGENCE TO LOGICAL-MATHEMATIC INTELLIGENCE IN PUBLIC ELEMENTARY SCHOOL STUDENTS KELURAHAN CIJANTUNG, EAST JAKARTA." Hortatori : Jurnal Pendidikan Bahasa dan Sastra Indonesia 3, no. 2 (January 22, 2020): 118–24. http://dx.doi.org/10.30998/jh.v3i2.224.

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Abstract: For those who studied ang studying mathematics, are often labeled with a tendency to be stiff and few words, less creative, even minus the imaginative. In fact, someone who is great in numbers actually able to understand the nature and can solve the daily problems. That is because mathematics is actually more than just the science of counting numbers and memorizing formulas, but the science that simplifies the universe into numbers and formulas. The ability to solve mathematical problems cannot be separated from language skills. Language skills will help someone to understand mathematical language that uses a combination of numbers, letters, and symbols. That way, it is very interesting to know whether language ability has a relationship with one's mathematical ability. Simple linear regression test showed that there is a significant influence between language intelligence and mathematical intelligence. The results of the analysis for simple correlation (Product Moment) showed a significant positive correlation between language intelligence and mathematical intelligence. The coefficient of determination is obtained at 44.021%, which means that Language Intelligence affects Mathematical Intelligence as much as 44, 021%. Students who have language intelligence will more easily understand mathematical problems, because in answering a mathematical problem, one must be able to know the purpose of the problem first. Because mathematics uses a combination of numbers, letters, and symbols, it is very important for someone who wants to master mathematics to understand the meaning and purpose of language. Logically, someone who has language intelligence has a curiosity to find out the implicit meaning of what he is learning. He tends not only to memorize the formula but try to understand it. At the stage of being able to understand a language, someone will more easily understand the purpose of the problem and answer it correctly.Key Words: intelligence, language, mathematical.

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8

Williams, Travis D. "Mathematical Enargeia: The Rhetoric of Early Modern Mathematical Notation." Rhetorica 34, no. 2 (2016): 163–211. http://dx.doi.org/10.1525/rh.2016.34.2.163.

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This article proposes and explicates a rhetorical model for the function of notational writing in sixteenth- and seventeenth-century European mathematics. Drawing on enargeia's requirement that both author and reader contribute to the full realization of a text, mathematical enargeia enables the transformation of images of mathematical imagination resulting from an encounter with mathematical writing into further written acts of mathematical creation. Mathematical enargeia provides readers with an ability to understand a text as if they created it themselves. Within the period's dominant reading of classical geometry as a synthetic presentation that suppressed, hid, or obscured analytic mathematical reality, notational mathematics found favor as a rhetorically unmediated expression of mathematical truth. Consequently, mathematical enargeia creates an operational and presentational link between mathematics' past and its future.

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9

N. Kamble, Prakash. "Analytical discourse on Linguistics in Classical and Fuzzy Mathematics." International Journal of Mathematics Trends and Technology 21, no. 1 (May 25, 2015): 64–68. http://dx.doi.org/10.14445/22315373/ijmtt-v21p509.

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10

Ferrari, Pier Luigi. "Abstraction in mathematics." Philosophical Transactions of the Royal Society of London. Series B: Biological Sciences 358, no. 1435 (July 29, 2003): 1225–30. http://dx.doi.org/10.1098/rstb.2003.1316.

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Some current interpretations of abstraction in mathematical settings are examined from different perspectives, including history and learning. It is argued that abstraction is a complex concept and that it cannot be reduced to generalization or decontextualization only. In particular, the links between abstraction processes and the emergence of new objects are shown. The role that representations have in abstraction is discussed, taking into account both the historical and the educational perspectives. As languages play a major role in mathematics, some ideas from functional linguistics are applied to explain to what extent mathematical notations are to be considered abstract. Finally, abstraction is examined from the perspective of mathematics education, to show that the teaching ideas resulting from one–dimensional interpretations of abstraction have proved utterly unsuccessful.

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Kessler, Carolyn, Rodney R. Cocking, and Jose P. Mestre. "Linguistic and Cultural Influences on Learning Mathematics." TESOL Quarterly 23, no. 2 (June 1989): 317. http://dx.doi.org/10.2307/3587339.

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12

Audureau, Eric. "Grammaire Formelle, Grammaire Générative et Grammaire." Lingvisticæ Investigationes. International Journal of Linguistics and Language Resources 13, no. 2 (January 1, 1989): 239–64. http://dx.doi.org/10.1075/li.13.2.03aud.

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In this paper I analyze the significance of two theorems of formal grammar theory for generative grammar: Peters and Ritchie's theorem about undecidability of membership for transformationnal languages and Parikh's theorem about existence of inherently ambiguous context-free languages. My analysis supports a general thesis which concerns not only the application of the whole formal grammar theory to generative grammar, but any application of mathematics to grammar. This thesis is the following: one cannot expect that mathematics helps to discover any deep and interesting property of human language but, on the other hand, a mathematical study of the descriptive and notional apparatus of grammars is a compulsory methodological preliminary. In other words mathematical linguistics provides a theory of control for the devices, the concepts and the aims of grammatical theories. This is so because mathematical linguistics, and formal grammar especially, is developed to study linguistics facts already represented. And this representation 1) is far from being neutral or "objective" and 2) forces grammars to be algorithms. Section 5 of the paper is a discussion of the features, bounded to the representation, which are implicitly admitted in the major part of grammatical approaches. Readers who remember the content of Peters and Ritchie's theorem and Parikh's theorem can omit the beginings of sections 3 and 4. Section 2 is a very sketchy overview of contemporary mathematical linguistics.

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Hitalessy, Merlin, Wilmintjie Mataheru, and Carolina Selfisina Ayal. "REPRESENTASI MATEMATIS SISWA DALAM PEMECAHAN MASALAH PERBANDINGAN TRIGONOMETRI PADA SEGITIGA SIKU-SIKU DITINJAU DARI KECERDASAN LOGIS MATEMATIS, LINGUISTIK DAN VISUAL SPASIAL." Jurnal Magister Pendidikan Matematika (JUMADIKA) 2, no. 1 (July 14, 2020): 1–15. http://dx.doi.org/10.30598/jumadikavol2iss1year2020page1-15.

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One of the skills needed in learning mathematics is the ability to solve mathematical problems. In solving problems in mathematics learning, mathematical representation is needed by students in the problem solving process. Students tend to use mathematical representations, but sometimes they don't understand what they are doing. In general, mathematical representations also play an important role in improving mathematical competence. Beside the ability of representation, students also have intelligence, including mathematical logical intelligence, linguistics and visual spatial. This research is descriptive with qualitative approach that aimed to describe the complete mathematical representation of vocational high school students in solving a quadratic equation in terms. The research phase begins with the selection of research subjects were determined by gender and math skills test results were similar. Having chosen the subject and the continuation of the problem solving quadratic equations and interviews. The validity of the data using a triangulation of time that is giving the task of solving a quadratic equation are equal at different times. The results of this study as the mathematic description shows that vocational high school students in solving quadratic equations problem according to Polya step problem solving

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14

Wynn, James. "Arithmetic of the Species: Darwin and the Role of Mathematics in his Argumentation." Rhetorica 27, no. 1 (2009): 76–97. http://dx.doi.org/10.1525/rh.2009.27.1.76.

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Abstract Historians of science resist recognizing a role for mathematics in The Origin of Species on the grounds that Darwin's arguments are inductive and mathematics is deductive, while rhetoricians seem to oppose the idea that deductive mathematical arguments fall within the jurisdiction of rhetorical analysis. A close textual analysis of the arguments in The Origin and a careful examination of the methodological/philosophical context in which Darwin is doing science, however, challenges these objections against and assumptions about the role of mathematical warrants in Darwin's arguments and their importance to his rhetorical efforts in the text.

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15

Spireng, Matthew J. "Mathematics." College English 56, no. 6 (October 1994): 679. http://dx.doi.org/10.2307/378312.

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16

Sabre, Ru Michael. "Mathematics and Peirce’s semiotic." Semiotica 2015, no. 207 (October 1, 2015): 175–83. http://dx.doi.org/10.1515/sem-2015-0061.

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AbstractIt is shown here that Peirce’s ten trichotomies, specifically art as discussed in Sabre (2014), provides a structure for presenting a mathematical conjecture and provide a heuristic for going about attempting a mathematical proof of the conjecture. The mathematics is presented through the work of the mathematical proof theorists George Polya and Daniel Solow. Here a geometric conjecture is shown to be true using a ten trichotomy context for a proof. Thus through the structure of mathematical proof the ten trichotomy structure validates itself.

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17

Horvath, Barbara M. "Varbrul analysis in applied linguistics." Australian Review of Applied Linguistics 10, no. 2 (January 1, 1987): 59–67. http://dx.doi.org/10.1075/aral.10.2.05hor.

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Abstract VARBRUL analysis is a well known technique used in sociolinguistics for the analysis of variable linguistic phenomena and it is suggested that it would also be useful as a tool in Applied Linguistics. A VARBRUL analysis was undertaken of the placement of students of non-English speaking background (NESB) in high, average and low English and mathematics streams in N.S.W. high schools. The purpose of the study was to determine whether or not NESB students were over-represented in the low stream. The factor groups analyzed were ethnic background, school subject and country of birth.

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Erktin, Emine, and Ayse Akyel. "The role of L1 and L2 reading comprehension in solving mathematical word problems." Australian Review of Applied Linguistics 28, no. 1 (January 1, 2005): 52–66. http://dx.doi.org/10.1075/aral.28.1.04erk.

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Abstract Mathematics educators are concerned about students’ lack of ability to translate mathematical word problems into computable forms. Researchers argue that linguistic problems lie at the root of students’ difficulties with mathematical word problems. The issue becomes more complicated for bilingual students. It is argued that if students study mathematics in a second language they cannot be as successful as when they study in their first language. This study investigates the relationship between reading comprehension and performance on mathematics word problems in L1 and L2 for students learning English as a second language in a delayed partial immersion program. Data were collected from 250 Turkish students from Grade 8 of a private school in Istanbul through reading comprehension tests in L1 and L2 and an algebra word problems test prepared in L1 and L2. The results indicate a positive relationship between reading comprehension and mathematics performance. They also show that the students who participated in this study were not disadvantaged when they studied mathematics in English.

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19

Wilkinson, Louise C. "Learning language and mathematics: A perspective from Linguistics and Education." Linguistics and Education 49 (February 2019): 86–95. http://dx.doi.org/10.1016/j.linged.2018.03.005.

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20

Barwell, Richard, Constant Leung, Candia Morgan, and Brian Street. "Applied Linguistics and Mathematics Education: More than Words and Numbers." Language and Education 19, no. 2 (March 15, 2005): 141–46. http://dx.doi.org/10.1080/09500780508668670.

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Embleton, Sheila, and Alexis Manaster-Ramer. "Mathematics of Language." Language 65, no. 4 (December 1989): 902. http://dx.doi.org/10.2307/414982.

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Hebert, Michael A., and Sarah R. Powell. "Examining fourth-grade mathematics writing: features of organization, mathematics vocabulary, and mathematical representations." Reading and Writing 29, no. 7 (May 19, 2016): 1511–37. http://dx.doi.org/10.1007/s11145-016-9649-5.

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Ripardo, Ronaldo Barros. "Teaching mathematics from the perspective of Mathematics as a discourse." Ciência & Educação (Bauru) 23, no. 4 (December 2017): 899–915. http://dx.doi.org/10.1590/1516-731320170040014.

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Abstract: The discussion presented in this article is based on the theoretical principles of Sfard in considering Mathematics a discourse, characterized by the use of words, visual mediators, endorsed narratives and routines. Endorsed narratives are taken as a similar category to Marcuschi's discussion with regard to the text, assumed to be - roughly - a sociodiscursive realization through text genres. Thus, the objective of this text is to discuss the teaching of mathematical discourse in light of the theoretical assumptions of textual linguistics for teaching text genres. Based on the didactic sequence model proposed by Dolz, Noverraz and Schneuwly, this study presents a general architecture as a proposal for a didactic sequence for teaching school mathematical discourse to develop an exploration routine, understood as an action that leads to the production of a mathematical fact/theory.

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Solomon, Yvette, and John O'Neill. "Mathematics and Narrative." Language and Education 12, no. 3 (September 1998): 210–21. http://dx.doi.org/10.1080/09500789808666749.

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Liu, Jia, and Yan Ping Xin. "The Effect of Eliciting Repair of Mathematics Explanations of Students With Learning Disabilities." Learning Disability Quarterly 40, no. 3 (July 12, 2016): 132–45. http://dx.doi.org/10.1177/0731948716657496.

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Mathematical reasoning is important in conceptual understanding and problem solving. In current reform-based, discourse-oriented mathematics classrooms, students with learning disabilities (LD) encounter challenges articulating or explaining their reasoning processes. Enlightened by the concept of conversational repair borrowed from the field of linguistics, this study designed an intervention program to facilitate mathematical reasoning of students with LD. Conversational repair, an ability to repair communicative breakdowns or inaccuracies, was designed in an implicit–explicit continuum to elicit self-explanation from students with LD in the context of mathematics word problem solving. Using a multiple-baseline across participants design, the study found that the intervention was effective for improving students’ mathematical reasoning and problem-solving ability measured by their self-explanation and word problem–solving performance. It provided implications for future studies concerning the use of conversational repair in mathematics classroom discourse for individuals with LD.

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Sainz-Osinaga, Matilde. "Linguistics activity as a subject taught in mathematics at primary school." Educar 48, no. 2 (July 1, 2012): 229. http://dx.doi.org/10.5565/rev/educar.25.

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Riccomini, Paul J., Gregory W. Smith, Elizabeth M. Hughes, and Karen M. Fries. "The Language of Mathematics: The Importance of Teaching and Learning Mathematical Vocabulary." Reading & Writing Quarterly 31, no. 3 (May 8, 2015): 235–52. http://dx.doi.org/10.1080/10573569.2015.1030995.

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Maslova, T. V. "Existence theorem of the critical isotherm in mathematical linguistics." Mathematical Notes 86, no. 5-6 (December 2009): 873–78. http://dx.doi.org/10.1134/s0001434609110297.

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Parker Waller, Patrice, and Chena T. Flood. "Mathematics as a universal language: transcending cultural lines." Journal for Multicultural Education 10, no. 3 (August 8, 2016): 294–306. http://dx.doi.org/10.1108/jme-01-2016-0004.

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Purpose Universal language can be viewed as a conjectural or antique dialogue that is understood by a great deal, if not all, of the world’s population. In this paper, a sound argument is presented that mathematical language exudes characteristics of worldwide understanding. The purpose of this paper is to explore mathematical language as a tool that transcends cultural lines. Design/methodology/approach This study has used a case study approach. The data relevant to the study were collected using participant observations, video recordings of classroom interactions and field notes. Findings Researchers found that mathematics communication and understanding were mutual among both groups whose languages were foreign to each other. Findings from this study stand to contribute to the ongoing discussion and debates about the universality of mathematics and to influence the teaching and learning of mathematics around the world. Originality/value Mathematics is composed of definitions, theorems, axioms, postulates, numbers and concepts that can all generally be expressed as symbols and that have been proven to be true across many nations. Through the symbolic representation of mathematical ideas, communication may occur that stands to break cultural barriers and unite all people using one common language.

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Eremeeva, Guzel Rinatovna, Ekaterina Vladimirovna Martynova, Gulnara Firdusovna Valieva, and Sukharev Vladimir Igorevich. "Etymology of Some Mathematical Terms." Journal of Computational and Theoretical Nanoscience 16, no. 11 (November 1, 2019): 4519–22. http://dx.doi.org/10.1166/jctn.2019.8346.

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The article is devoted to the analysis of the history of origin and etymology of some mathematical terms that have identical to the usual things names in natural languages. The research was conducted through analysis of literature, related scientific papers. The terms for study were taken from the field of abstract algebra, some of the terms are technical and used in the whole math. The explanation of the etymology of the terms allows getting deeper into the related area of mathematics, to increase level of the subject understanding and mathematical intuition. The research may be useful to students majoring in mathematics and linguistics.

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Gardiner, Tony. "Nature-nurture: finding-feeding." Mathematical Gazette 102, no. 555 (October 17, 2018): 485–93. http://dx.doi.org/10.1017/mag.2018.115.

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Mathematicians know that the path from adolescent competence to adult professional life is full of unexpected twists and turns, and is fraught with potential pitfalls. Even when faced with very able adolescents, it is not at all clear which of them will flourish in the long run, or how one can best support their future development (when they eventually become young adults) in a way that takes their mathematical ability and inclinations seriously – whether in pure or applied mathematics, in computer science or software development, in engineering, mathematical biology, financial mathematics or linguistics, in management, or in some totally different profession.

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Biniewicz, Jerzy. "Pierwsze napisane po polsku teksty poświęcone matematyce a współczesne piśmiennictwo dydaktyczne. Strategie komunikacyjne w dyskursie edukacyjnym." Język a Kultura 26 (February 22, 2017): 119–29. http://dx.doi.org/10.19195/1232-9657.26.10.

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The first texts ever written in Polish devoted to mathematics and contemporary educational textbooks. Communication strategies in educational discourseIn the first part of the article, the author considers the relationships between the essential concepts in the contemporary discourse in linguistics: discourse, text and types of speech. In the second part his considerations are focused on the structure and language of Grzepski’s Geometry and Kłos’s Algorithmus as compared to contemporary Polish textbooks. The analysis of the sixteenth-century treatises on mathematics leads to the conclusion that the contract between the author of the treaty and his recipients plays the fundamental role in the process of creation of the Polish textbooks. The above-mentioned relation determines the morphology of the text, the image of the world presented in the narrative as well as linguistic and non-linguistic means of expression. The author concludes that the genre of Polish textbooks on mathematics as such was born in the sixteenth century.

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Langendoen, D. Terence. "Where Mathematics Comes From: How the Embodied Mind Brings Mathematics into Being (review)." Language 78, no. 1 (2002): 170–72. http://dx.doi.org/10.1353/lan.2002.0031.

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Stabler, E. P. "Mathematics of language learning." Histoire Épistémologie Langage 31, no. 1 (2009): 127–45. http://dx.doi.org/10.3406/hel.2009.3109.

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Couch, Carl J. "Mathematics as Information Technologies." Journal of Communication 38, no. 2 (June 1, 1988): 33–48. http://dx.doi.org/10.1111/j.1460-2466.1988.tb02045.x.

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Sidnyaev, Nikolai I., Juliia I. Butenko, and Vladislav V. Garazha. "STATISTICAL ASSESSMENT OF MEANINGLESS LETTER STRINGS ASSOCIATIVE POWER." Theoretical and Applied Linguistics, no. 4 (2019): 107–24. http://dx.doi.org/10.22250/2410-7190_2019_5_4_107_124.

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The article proposes a method of compiling statistics of the most common trigrams in texts of different lengths, comparing several small passages with general statistics, and on the basis of the obtained data, a minimum adequate sample is proposed. The method for verification of hypotheses is proposed to test the distribution laws by using different criteria. The statistical processing of the results of the quantitative analysis of trigrams is presented. Calculation of metrological parameters for estimation of unknown parameters of the trigram distribution is performed. In the quantitative analysis, not an infinitely large number of definitions but several independent definitions is made, that is, having a sample (total sample) of 5-6 options. The conditions for the choice of linguistic models, as well as the following types of linguistic-mathematical models are described: ideal and reproducing. The methodological functions of applied linguistics are reviewed. The special sections of mathematics used in linguistic theory and practice are reviewed. The possibility of extracting the sample from the log-normal general population is statistically tested as a complex non-parametric hypothesis. The test was carried out using Kolmogorov's criterion.

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Artstein, Ron, and Massimo Poesio. "Inter-Coder Agreement for Computational Linguistics." Computational Linguistics 34, no. 4 (December 2008): 555–96. http://dx.doi.org/10.1162/coli.07-034-r2.

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This article is a survey of methods for measuring agreement among corpus annotators. It exposes the mathematics and underlying assumptions of agreement coefficients, covering Krippendorff's alpha as well as Scott's pi and Cohen's kappa; discusses the use of coefficients in several annotation tasks; and argues that weighted, alpha-like coefficients, traditionally less used than kappa-like measures in computational linguistics, may be more appropriate for many corpus annotation tasks—but that their use makes the interpretation of the value of the coefficient even harder.

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Popa, Catrinel Mădălina. "Signs Are Taken for Wonders." Mnemosyne, no. 7 (October 15, 2018): 12. http://dx.doi.org/10.14428/mnemosyne.v0i7.13843.

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Solomon Marcus was a Romanian scientist, whose fields of research span mathematical analysis, theoretical computer science, measure theory and general topology, linguistics, history and philosophy of mathematics, poetics, semiotics and applications of mathematics social science etc. From the very beginning of his career, Marcus showed a deep interest in analyzing the complex relationships between literature and science (mathematics), trying to identify those arguments which plead for what might be called “the unity of knowledge”. In his book on mathematical poetics the scientist has demonstrated that poetry and mathematics are both routes towards self-knowledge (as well as modalities of creating ideal objects). Moreover, his work as a whole underscores the increasing importance of aesthetics in the field of “hard” sciences. This article will focus on those strategies used by Marcus in his essays as neutralisers of the tensions between self-reading and world-reading.

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DeJarnette, Anna F., and Gloriana González. "Positioning During Group Work on a Novel Task in Algebra II." Journal for Research in Mathematics Education 46, no. 4 (July 2015): 378–422. http://dx.doi.org/10.5951/jresematheduc.46.4.0378.

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Given the prominence of group work in mathematics education policy and curricular materials, it is important to understand how students make sense of mathematics during group work. We applied techniques from Systemic Functional Linguistics to examine how students positioned themselves during group work on a novel task in Algebra II classes. We examined the patterns of positioning that students demonstrated during group work and how students' positioning moves related to the ways they established the resources, operations, and product of a task. Students who frequently repositioned themselves created opportunities for mathematical reasoning by attending to the resources and operations necessary for completing the task. The findings of this study suggest how students' positioning and mathematical reasoning are intertwined and jointly support collaborative learning through work on novel tasks.

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Istiqomah, Himatul. "The Moral Message of Lafadz Insyaallah in View of Linguistics and Mathematics." AJIS: Academic Journal of Islamic Studies 4, no. 1 (July 1, 2019): 1. http://dx.doi.org/10.29240/ajis.v4i1.778.

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Insyaallah is often used in daily conversation. Consequently, its essence does not get the attention from majority of speaker, because it belongs to ususal matter. Through the tadabbur method with an integrative approach between Insyaallah in the Al-Quran in Linguistics and rules of Logic in Mathematic, this research aims to reveal its moral messages, in order to understand its function. The results in this research indicate that Insyaallah which wasoriginally like Implication in the rules of Logic, after being reanalyzed it waslike Biimplication. Insyaallah does not mean if God will, but if only if God will. This presents a positive moral message. Humans who donot have anypower are factually motivated not to despair of Gods mercies. So they are able to fulfillcertain consequences when God determines His antecedents. In other word, the actual fuction of Insyaallah teaches people to think and act positively, both when interacting with other humans and the Creator.

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Cole, Michael, Bonnie Nardi, and Jennifer A. Vadeboncoeur. "Recognizing Links with Allied Fields: Community-Based Research, Linguistics, and Mathematics Education." Mind, Culture, and Activity 23, no. 1 (January 2, 2016): 1. http://dx.doi.org/10.1080/10749039.2016.1147909.

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Chow, Jason C., Caitlyn E. Majeika, and Amanda W. Sheaffer. "Language Skills of Children With and Without Mathematics Difficulty." Journal of Speech, Language, and Hearing Research 64, no. 9 (September 14, 2021): 3571–77. http://dx.doi.org/10.1044/2021_jslhr-20-00378.

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Purpose Language is an important skill required for children to succeed in school. Higher language skills are associated with school readiness in young children and general mathematics performance. However, many students with mathematics difficulty (MD) may be more likely to present difficulties with language skills than their peers. The purpose of this report was to compare the language performance of children with and without MD. Method We compared child vocabulary, morphology, and syntax between first- and second-grade children ( N = 247) classified as with or without MD, controlling for child working memory. Results Children with MD ( n = 119) significantly underperformed compared with their peers ( n = 155) on all language measures. The largest difference between children with and without MD was in syntax. Conclusions Children with MD present poorer language skills than their peers, which aligns with previous research linking the importance of syntax with mathematics learning. More research is needed to better understand the complex links between language skills and mathematical development.

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Sykes, Geoffrey. "Brian Rotman’s Mathematics as Sign." American Journal of Semiotics 21, no. 1 (2005): 135–39. http://dx.doi.org/10.5840/ajs2005211/422.

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Barwell, Richard. "Language in the Mathematics Classroom." Language and Education 19, no. 2 (March 15, 2005): 96–101. http://dx.doi.org/10.1080/09500780508668665.

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Barwell, Richard. "Ambiguity in the Mathematics Classroom." Language and Education 19, no. 2 (March 15, 2005): 117–25. http://dx.doi.org/10.1080/09500780508668667.

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Hewitt‐Bradshaw, Iris P. "Teacher oral‐language use as a component of students’ learning environment in mathematics and science." International Journal of Literacy, Culture, and Language Education 2 (January 1, 2013): 136–58. http://dx.doi.org/10.14434/ijlcle.v2i0.26894.

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This paper adopts a qualitative approach to investigate classroom interaction in mathematics and science at the elementary school level. Specifically, it examines teacher oral language to elucidate the role it plays in shaping students’ learningenvironment in a Creole language context. Using a framework of Halliday’s systemicfunctional linguistics and Bourdieu’s social theory, I analyze six instructional episodes in mathematics and science to uncover features of teachers’ oral language that influence students’ learning environment. The analysis suggests that teachers’ classroom speech reflects the linguistic complexities of school mathematics and science, and can be challenging for learners’ comprehension, especially in a second language situation. Sociolinguistic aspects of classroom interaction are also important to fully understand how teacher language affects student engagement in classroom discourse when their active participation is crucial to the understanding and use of academic language. Based on the findings and the research literature, I offer recommendations and a strategy for teachers who wish to use language in ways that better facilitate student learning across the curriculum.

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Wilcox, Brad, and Eula Ewing Monroe. "Integrating Writing and Mathematics." Reading Teacher 64, no. 7 (April 2011): 521–29. http://dx.doi.org/10.1598/rt.64.7.6.

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Dokter, N., R. Aarts, J. Kurvers, A. Ros, and S. Kroon. "Academic language in elementary school mathematics." Dutch Journal of Applied Linguistics 6, no. 2 (December 30, 2017): 213–30. http://dx.doi.org/10.1075/dujal.17007.dok.

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Abstract Students who are proficient academic language (AL) users, achieve better in school. To develop students’ AL register teachers’ AL input is necessary. The goal of this study was to investigate the extent of AL features in the language input first and second grade teachers give their students in whole class mathematics instruction. Five key features could be distinguished: lexical diversity, lexical complexity, lexical specificity, syntactic complexity and textual complexity. Teachers used all features, but the amount in which they used them varied. While all teachers used lexical specific language when teaching mathematics, they did not use very complex language input. The academicness of teachers’ input was significantly higher in grade 2 than in grade 1 with respect to lexical diversity and lexical specificity. The input during explanation and discussion only differed with regard to textual complexity, which was higher during explanation.

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Fazio, Barbara B. "Mathematical Abilities of Children With Specific Language Impairment." Journal of Speech, Language, and Hearing Research 39, no. 4 (August 1996): 839–49. http://dx.doi.org/10.1044/jshr.3904.839.

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A 2-year follow-up of the mathematical abilities of young children with specific language impairment (SLI) is reported. To detect the nature of the difficulties children with SLI exhibited in mathematics, the first- and second-grade children's performance was compared to mental age and language age comparison groups of typically developing children on a series of tasks that examined conceptual, procedural, and declarative knowledge of mathematics. Despite displaying knowledge of many conceptual aspects of mathematics such as counting plates of cookies to decide which plate had "more," children with SLI displayed marked difficulty with declarative mathematical knowledge that required an immediate response such as rote counting to fifty, counting by 10's, reciting numerals backwards from 20, and addition facts such as 2 + 2=?. Moreover, children with SLI performed similarly to their cognitive peers on mathematical tasks that allowed children to use actual objects to count and on math problems that did not require them to exceed the sequence of numbers that they knew well. These findings offer further evidence that storage and/or retrieval of rote sequential material is particularly cumbersome for children with SLI.

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Brock, James. "The Growth of Mathematics." College English 47, no. 2 (February 1985): 140. http://dx.doi.org/10.2307/376565.

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