Relevant bibliographies by topics / Mathematics and language

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Mathematics and language'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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Journal articles on the topic "Mathematics and language"

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Gokkurt, Burcin, Yasin Soylu, and Tugba Ornek. "Mathematical language skills of mathematics teachers." International Journal of Academic Research 5, no. 6 (2013): 238–45. http://dx.doi.org/10.7813/2075-4124.2013/5-6/b.38.

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Ilany, Bat-Sheva, and Bruria Margolin. "Language and Mathematics: Bridging between Natural Language and Mathematical Language in Solving Problems in Mathematics." Creative Education 01, no. 03 (2010): 138–48. http://dx.doi.org/10.4236/ce.2010.13022.

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Prochazkova, Lenka Tejkalova. "Mathematics for language, language for mathematics." European Journal of Science and Mathematics Education 1, no. 1 (2013): 23–28. http://dx.doi.org/10.30935/scimath/9383.

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Gürefe, Nejla. "Mathematical Language Skills of Mathematics Prospective Teachers." Universal Journal of Educational Research 6, no. 4 (2018): 661–71. http://dx.doi.org/10.13189/ujer.2018.060410.

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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 (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 Re
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Wahyuni, Priska, Saka Aji Pangestu, Itsna Shalihatus Sabila Mursyida, and Aji Pangestu. "The Effect of Mathematical Language On Learning Mathematics." Proceeding International Conference on Science and Engineering 3 (April 30, 2020): 617–21. http://dx.doi.org/10.14421/icse.v3.575.

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Language as a communication tool has an important role in interaction between human beings. Language can be used by humans to convey ideas, ideas, desires, feelings and experiences to others. Especially in a learning activity where communication tools such as language must be clearly and easily understood. In learning mathematics, the language of mathematics is very important in helping the learning process. Because to understand mathematical concepts easily requires mathematical language skills. However, the situation on the ground shows that students' understanding of mathematical language i
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Embleton, Sheila, and Alexis Manaster-Ramer. "Mathematics of Language." Language 65, no. 4 (1989): 902. http://dx.doi.org/10.2307/414982.

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Gernet, Jacques. "Language, Mathematics, Rationality." Chinese Studies in History 43, no. 3 (2010): 17–31. http://dx.doi.org/10.2753/csh0009-4633430302.

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Hudson, Richard. "Mathematics in Language." Cognitive Semantics 6, no. 2 (2020): 243–78. http://dx.doi.org/10.1163/23526416-bja10005.

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Abstract Elementary mathematics is deeply rooted in ordinary language, which in some respects anticipates and supports the learning of mathematics, but which in other respects hinders this learning. This paper explores a number of areas of arithmetic and other elementary areas of mathematics, considering for each area whether it helps or hinders the young learner: counting and larger numbers, sets and brackets, algebra and variables, zero and negation, approximation, scales and relationships, and probability. The conclusion is that ordinary language anticipates the mathematics of counting, ari
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Berger, Angela. "Conceptualizing the interaction between language and mathematics." Journal of Immersion and Content-Based Language Education 3, no. 2 (2015): 285–313. http://dx.doi.org/10.1075/jicb.3.2.06ber.

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This article describes the interaction between mathematics and language, based on an analysis of how individual learners solve word problems in English as a foreign language (L2). It reports on a study conducted to investigate how the L2 influences mathematical thinking and learning in the process of solving word problems and how the construction of meaning unfolds. The research generated the Integrated Language and Mathematics Model (ILMM), which facilitates the description of the interplay between mathematics and language. The empirical results show, inter alia, that CLIL learners tend to us
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Dissertations / Theses on the topic "Mathematics and language"

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Lambert, Allen. "Mathematics through Language." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82642.

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Ganesalingam, Mohan. "The language of mathematics." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608939.

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Owens, Beverly Karen. "The Language of Mathematics: Mathematical Terminology Simplified for Classroom Use." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2242.

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After recognizing the need for a simpler approach to the teaching of mathematical terminology, I concluded it would be valuable to make a unit of simplified terms and describe methods of teaching these terms. In this thesis I have compared the terminology found in the Virginia Standards of Learning objectives to the materials found at each grade level. The units developed are as follows: The Primary Persistence Unit- for grades K-2; The Elementary Expansion Unit- for grades 3-5; and The Middle School Mastery Unit- for grades 6-8.
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Bergen, Sarah. "Mathematics and Foreign Language: Authentic Texts in Mathematics." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492529675611436.

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Alleyn, Suzanne. "Learning the language of mathematics." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=81477.

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In this thesis, I describe how interactive journal writing was used to improve the understanding of mathematics, and to foster communication with two groups of remedial grade ten students. Mathematics is a gatekeeper course in high school, and students who are not successful with this subject are at a distinct disadvantage, both in terms of their education and in their future careers. A persistent source of difficulty for these students is related to language; students often struggle both to understand what is being taught, and how to explain concepts or problem solutions in their own w
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Dale, May. "The acquisition of the Language of Mathematics." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/52975.

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Why do so many learners fail to learn Mathematics, and experience severe anxiety and confusion in their Mathematics classes? It seems that the answer is that these learners have not cracked the code of Mathematics - in other words they have not mastered the Language of Mathematics. Many of these learners are capable, succeeding in other aspects of their education, but they experience the Language of Mathematics as if it was a foreign language, without meaning or relevance. However, not being able to understand nor communicate Mathematically is a major disadvantage for many learners, not only a
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Collins-Browning, Amanda Rashelle. "The Language of Mathematics: Virginia Standards of Learning Mathematical Pictionary for Grades K-3." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1874.

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My experience teaching in Virginia schools, pacing and aligning instruction to the Virginia Standards of Learning, caused me to recognize the need for a mathematics tool to simplify and transition K-3 mathematics vocabulary usage and instruction. The language of mathematics uses three linguistic tools: words, symbols, and diagrams. Within this thesis I developed an instructional tool, a "Mathematics Pictionary", to accommodate primary grades K-3 and transition mathematical language and vocabulary skills between the primary grades aligned to the instruction and guidelines of the Virginia Standa
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Pugalee, David K. "Plenary Address: Language and Mathematics, A Model for Mathematics in the 21st Century." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79258.

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Bold, Christine Elizabeth. "Making sense of mathematical language in a primary classroom." Thesis, n.p, 2001. http://oro.open.ac.uk/18838.

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Ngibe, Ntsikelelo Hector. "An investigation into second language Learners’ proficiency in Mathematical language." Thesis, Walter Sisulu University, 2014. http://hdl.handle.net/11260/845.

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The purpose of the study was to investigate second language learner‟s proficiency in mathematical language. The study was conducted using the Grade 12 learners in a senior secondary school in the district of Mthatha, Eastern Cape. The researcher used a case study approach and a questionnaire was used to investigate whether or not learners understood the language rather than to assess their mathematical ability. English was the language in question and used as the medium of instruction (MOI). In this study, aspects of the language used for mathematics are highlighted, the importance of mathemat
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Books on the topic "Mathematics and language"

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Basic language of mathematics. World Scientific, 2014.

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Manaster-Ramer, Alexis, ed. Mathematics of Language. John Benjamins Publishing Company, 1987. http://dx.doi.org/10.1075/z.35.

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Barton, Bill. The language of mathematics: Telling mathematical tales. Springer, 2008.

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Kracht, Marcus. The mathematics of language. Mouton de Gruyter, 2003.

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Zepp, Raymond A. Language and mathematics education. API Press, 1989.

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Kanazawa, Makoto, András Kornai, Marcus Kracht, and Hiroyuki Seki, eds. The Mathematics of Language. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23211-4.

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Brown, Tony. Mathematics Education and Language. Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-010-0726-9.

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Ganesalingam, Mohan. The Language of Mathematics. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-37012-0.

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Baber, Robert Laurence. The Language of Mathematics. John Wiley & Sons, Inc., 2011. http://dx.doi.org/10.1002/9781118061770.

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Ebert, Christian, Gerhard Jäger, and Jens Michaelis, eds. The Mathematics of Language. Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14322-9.

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Book chapters on the topic "Mathematics and language"

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Avigad, Jeremy. "Mathematics and language." In Mathematics, Substance and Surmise. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-21473-3_12.

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Brown, Tony. "Mathematics and Language." In Mathematics Education and Language. Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-010-0726-9_10.

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Morgan, Candia. "Mathematical Language." In Encyclopedia of Mathematics Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-15789-0_99.

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Morgan, Candia. "Mathematical Language." In Encyclopedia of Mathematics Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-4978-8_99.

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Rounds, William C., Alexis Manaster-Ramer, and Joyce Friedman. "Finding Natural Languages a Home in Formal Language Theory." In Mathematics of Language. John Benjamins Publishing Company, 1987. http://dx.doi.org/10.1075/z.35.16rou.

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Tanaka-Ishii, Kumiko. "Language Models." In Mathematics in Mind. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-59377-3_17.

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Ganesalingam, Mohan. "The Language of Mathematics." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-37012-0_2.

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Kurniawan, Agus. "Computational Mathematics with the Wolfram Language and Mathematica." In Raspbian OS Programming with the Raspberry Pi. Apress, 2018. http://dx.doi.org/10.1007/978-1-4842-4212-4_4.

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Brown, Tony. "Hermeneutics and Mathematics Education." In Mathematics Education and Language. Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-010-0726-9_3.

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Brown, Tony. "Narratives of Learning Mathematics." In Mathematics Education and Language. Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-010-0726-9_9.

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Conference papers on the topic "Mathematics and language"

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Patkin, Dorit. "FABLES, LANGUAGE AND MATHEMATICS." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0883.

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Dimiev, Stancho. "The Language of Mathematics." In INTERNATIONAL WORKSHOP ON COMPLEX STRUCTURES, INTEGRABILITY AND VECTOR FIELDS. AIP, 2011. http://dx.doi.org/10.1063/1.3567119.

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Kiram, J. J., J. Sulaiman, S. Swanto, and W. A. Din. "Comparison analysis between linear and nonlinear models to predict language proficiency in proportion to language learning strategy." In PROCEEDINGS OF THE INTERNATIONAL CONFERENCE ON MATHEMATICAL SCIENCES AND TECHNOLOGY 2018 (MATHTECH2018): Innovative Technologies for Mathematics & Mathematics for Technological Innovation. AIP Publishing, 2019. http://dx.doi.org/10.1063/1.5136391.

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Libusha, Azwidowi Emmanuel. "USING EVERYDAY LANGUAGE TO SUPPORT LEARNERS’ ACCESS TO MATHEMATICAL CONTENT KNOWLEDGE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end013.

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The language of mathematics can hinder the development of some learners’ conceptual understanding of mathematics. Language as a whole plays a crucial role in the teaching and learning of mathematics as it serves as the medium in which the teachers and learners think and communicate in the classroom. Ball, Thames and Phelps (2008) argue that the demands of teaching mathematics require specialized mathematical knowledge that only pertains to mathematics teaching and is not required in other mathematics professions. The role of the teacher is to use resources available to them to support learners
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Nabdel, Leili, Ahmet Serkan Karataş, Halit Oğuztüzün, et al. "FMML: A Feature Model Markup Language." In NUMERICAL ANALYSIS AND APPLIED MATHEMATICS ICNAAM 2011: International Conference on Numerical Analysis and Applied Mathematics. AIP, 2011. http://dx.doi.org/10.1063/1.3636864.

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Dévai, Gergely, Zoltán Gera, and Zoltán Kelemen. "Language abstractions for low level optimization techniques." In NUMERICAL ANALYSIS AND APPLIED MATHEMATICS ICNAAM 2012: International Conference of Numerical Analysis and Applied Mathematics. AIP, 2012. http://dx.doi.org/10.1063/1.4756166.

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Batory, Don. "Using modern mathematics as an FOSD modeling language." In the 7th international conference. ACM Press, 2008. http://dx.doi.org/10.1145/1449913.1449921.

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Levin, Gary Marc. "ISETL: a language for teaching discrete mathematics (abstract)." In the 1990 ACM annual conference. ACM Press, 1990. http://dx.doi.org/10.1145/100348.100507.

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Kim, Soocheol, and Ryaeyong Lee. "Analyzing Mathematics Competencies in Korean Language Debate Class." In Information and Smart Technology Convergence 2018. Science & Engineering Research Support soCiety, 2018. http://dx.doi.org/10.14257/astl.2017.149.10.

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Kim, Soocheol, and Ryaeyong Lee. "Analyzing Mathematics Competencies in Korean Language Debate Class." In Information and Smart Technology Convergence 2018. Science & Engineering Research Support soCiety, 2018. http://dx.doi.org/10.14257/astl.2018.149.10.

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Reports on the topic "Mathematics and language"

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Bhargava, Hemant K., Ramayya Krishnan, and Sumitra Mukherjee. On the Integration of Data and Mathematical Modeling Languages. Defense Technical Information Center, 1991. http://dx.doi.org/10.21236/ada242733.

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Vroom, Kristen. Guided Reinvention as a Context for Investigating Students' Thinking about Mathematical Language and for Supporting Students in Gaining Fluency. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.7420.

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Pritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PIS
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