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TEACHERS' COMPETENCE IN THE ACQUISITION AND USE OF THE MATHEMATICAL LANGUAGE IN INDONESIA
Corresponding Author(s) : Baiduri
Humanities & Social Sciences Reviews,
Vol. 8 No. 4 (2020): July
Abstract
The purpose of the study: This paper aimed at describing the teachers' competence in the acquisition and use of the language of mathematics at public and private senior high schools all over Malang City, Malang Regency, and Batu City, Indonesia.
Methodology: Qualitative descriptive research design was employed by means of content analysis on the results of the interview and documents of mathematic instructions designed by 30 teachers who also served as the research subjects, spiral analysis on the qualitative data by Creswell was applied to analyze the data, with the support of NVivo 12 plus software.
Main Findings: This research has revealed that the teachers have acquired and used the language of mathematics, with some errors and fallacies in the use of mathematics vocabularies, grammar, and the explanation of mathematical symbols. The teachers' competence in the acquisition and use of the language of mathematics was influenced by the knowledge about mathematical concepts, presentations, and instructions.
Applications of this study: The findings of this study are expected to add new knowledge about the competency of the mathematics language of the teacher so that it can be used as a reference for colleges producing teacher candidates in developing the curriculum. Theoretically, these results can be used as a reference and contribute to assessing the mathematical language competence of teachers.
Novelty/Originality of this study: This current research, is based on their educational qualifications, and to identify factors that influence the teachers' competence in the acquisition and use of the language of mathematics which is less explored by the earlier researcher.
Keywords
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- Accurso, K., Gebhard, M., Purington, S. (2017). Analyzing Diverse Learners' Writing in Mathematics: Systemic Functional Linguistics in Secondary Pre-Service Teacher Education. International Journal for Mathematics Teaching and Learning, 18(1), 84–108.
- Afifah, A., Khoiri, M., & Qomaria, N. (2019). Mathematics Preservice Teachers' Views on Mathematical Literacy. International Journal of Trends in Mathematics Education Research, 1(3), 92–94. https://doi.org/10.33122/ijtmer.v1i3.45 DOI: https://doi.org/10.33122/ijtmer.v1i3.45
- Aksu, Z., & Kul, Ü. (2019). The Mediating Role of Mathematics Teaching Efficacy on the Relationships Between Pedagogical Content Knowledge and Mathematics Teaching Anxiety. SAGE Open, 9(3). https://doi.org/10.1177/2158244019871049 DOI: https://doi.org/10.1177/2158244019871049
- Al-sehli, L. J., & Maroof, N. (2020). Language Barriers in Teaching and Understanding Mathematics : Teachers' and Students' Perceptions. 7(1), 125–134.
- Barnes, E. M., & Stephens, S. J. (2019). Supporting mathematics vocabulary instruction through mathematics curricula. Curriculum Journal, 30(3), 322–341. https://doi.org/10.1080/09585176.2019.1614470 DOI: https://doi.org/10.1080/09585176.2019.1614470
- Burke, R. (2017). Language and culture in the mathematics classroom: Scaffolding learner engagement. Numeracy in Authentic Contexts: Making Meaning Across the Curriculum, 91–109. https://doi.org/10.1007/978-981-10-5736-6_6 DOI: https://doi.org/10.1007/978-981-10-5736-6_6
- Creswell, J. W. (2017). Research Design Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications International Educational and Professional Publisher.
- Cueto, S., León, J., Sorto, M. A., & Miranda, A. (2017). Teachers' pedagogical content knowledge and mathematics achievement of students in Peru. Educational Studies in Mathematics, 94(3), 329–345. https://doi.org/10.1007/s10649-016-9735-2 DOI: https://doi.org/10.1007/s10649-016-9735-2
- Emre-Akdoğan, E., & Yazgan-Sağ, G. (2018). Lise Matematik Öğretmeni Adaylarının Öğretmenlik Deneyimleri: Teoriden Uygulamaya Geçiş. Kastamonu Üniversitesi Kastamonu Eğitim Dergisi, 26, 93–99. https://doi.org/10.24106/kefdergi.375669 DOI: https://doi.org/10.24106/kefdergi.375669
- Ent, D., An, O. F., Ent, N., Determ, T. O., Ence, N. E. S. C. I., & On, E. (2017). Examination of the pedagogical content knowledge of mathematics teachers. International Online Journal of Primary Education, 6(1), 9–22.
- Genc, M., & Erbas, A. K. (2019). Secondary mathematics teachers' conceptions of mathematical literacy. International Journal of Education in Mathematics, Science and Technology, 7(3), 222–237.
- Golding, J. (2017). Mathematics teachers' capacity for change. Oxford Review of Education, 43(4), 502–517. https://doi.org/10.1080/03054985.2017.1331846 DOI: https://doi.org/10.1080/03054985.2017.1331846
- Hajer, M., & Norén, E. (2017). Teachers' Knowledge about Language in Mathematics Professional Development Courses : From an Intended Curriculum to a Curriculum in Action. 8223, 4087–4114. https://doi.org/10.12973/eurasia.2017.00808a DOI: https://doi.org/10.12973/eurasia.2017.00808a
- Handal, B., & Herrington, A. (2003). Mathematics teachers' beliefs and curriculum reform. Mathematics Education Research Journal, 15(1), 59–69. https://doi.org/10.1007/BF03217369 DOI: https://doi.org/10.1007/BF03217369
- Hiebert, J., Miller, E., & Berk, D. (2017). Relationships between mathematics teacher preparation and graduates' analyses of classroom teaching. Elementary School Journal, 117(4), 687–707. https://doi.org/10.1086/691685 DOI: https://doi.org/10.1086/691685
- Hill, H. C., Blunk, M. L., Charalambous, C. Y., Lewis, J. M., Phelps, G. C., Sleep, L., & Ball, D. L. (2008). Mathematical knowledge for teaching and the mathematical quality of instruction: An exploratory study. Cognition and Instruction, 26(4), 430–511. https://doi.org/10.1080/07370000802177235 DOI: https://doi.org/10.1080/07370000802177235
- Ilany, B.-S., & Hassidov, D. (2018). Perspective of "Quantity" between Natural Language and Mathematical Symbols (<, >, =): The Comprehension of Pre-Service and Preschool Teachers. Creative Education, 09(10), 1525–1535. https://doi.org/10.4236/ce.2018.910112 DOI: https://doi.org/10.4236/ce.2018.910112
- Imre, S. Y. (2017). The Characteristics of a Good Mathematics Teacher in Terms of Students, Mathematics Teachers, and School Administrators. I-Manager's Journal on School Educational Technology, 12(3), 34. https://doi.org/10.26634/jsch.12.3.10387 DOI: https://doi.org/10.26634/jsch.12.3.10387
- Jupri, A., & Drijvers, P. (2016). Student difficulties in mathematizing word problems in Algebra. Eurasia Journal of Mathematics, Science and Technology Education, 12(9), 2481–2502. https://doi.org/10.12973/eurasia.2016.1299a DOI: https://doi.org/10.12973/eurasia.2016.1299a
- Krippendorff, K. (2004). Content Analysis An Introduction to Its Methodology. SAGE Publications International Educational and Professional Publisher.
- Lane, C., O' meara, N., & Walsh, R. (2019). Pre-service mathematics teachers' use of the mathematics register. Issues in Educational Research, 29(3), 790–806.
- Lee, E. J., Lee, K. H., & Park, M. (2019). Developing Preservice Teachers' Abilities to Modify Mathematical Tasks: Using Noticing-Oriented Activities. International Journal of Science and Mathematics Education, 17(5), 965–985. https://doi.org/10.1007/s10763-018-9891-1 DOI: https://doi.org/10.1007/s10763-018-9891-1
- Leiss, D., Plath, J., & Schwippert, K. (2019). Language and Mathematics - Key Factors influencing the Comprehension Process in reality-based Tasks. Mathematical Thinking and Learning, 21(2), 131–153. https://doi.org/10.1080/10986065.2019.1570835 DOI: https://doi.org/10.1080/10986065.2019.1570835
- León Gómez, N., & Beyer Kessler, W. O. (2017). Venezuela: Initial and Continuing Preparation of the Mathematics Teacher. https://doi.org/10.1007/978-3-319-44177-1_5 DOI: https://doi.org/10.1007/978-3-319-44177-1_5
- Maher, C., Hadfield, M., Hutchings, M., & de Eyto, A. (2018). Ensuring Rigor in Qualitative Data Analysis: A Design Research Approach to Coding Combining NVivo With Traditional Material Methods. International Journal of Qualitative Methods, 17(1), 1–13. https://doi.org/10.1177/1609406918786362 DOI: https://doi.org/10.1177/1609406918786362
- Makamure, C., & Jita, L. C. (2019). Teaching practice and pre-service mathematics teachers' teaching knowledge in Zimbabwe: A mixed methods study. Issues in Educational Research, 29(3), 858–880.
- Mulwa, E. C. (2015). Difficulties encountered by students in the learning and usage of mathematical terminology: A critical literature review. Journal of Education and Practice, 6(13), 27–37.
- Murtafiah, W., & Lukitasari, M. (2019). Developing Pedagogical Content Knowledge of Mathematics Pre-Service Teacher Through Microteaching Lesson Study. Jurnal Pendidikan Matematika, 13(2), 201–218. https://doi.org/10.22342/jpm.13.2.7663.201-218 DOI: https://doi.org/10.22342/jpm.13.2.7663.201-218
- Norton, S. (2018). The relationship between mathematical content knowledge and mathematical pedagogical content knowledge of prospective primary teachers. Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-018-9401-y DOI: https://doi.org/10.1007/s10857-018-9401-y
- Ortega, L., Malmberg, L. E., & Sammons, P. (2018). School effects on Chilean children's achievement growth in language and mathematics: An accelerated growth curve model. School Effectiveness and School Improvement, 29(2), 308–337. https://doi.org/10.1080/09243453.2018.1443945 DOI: https://doi.org/10.1080/09243453.2018.1443945
- Planas, N. (2018). Language as resource : a key notion for understanding the complexity of mathematics learning. https://doi.org/10.1007/s10649-018-9810-y DOI: https://doi.org/10.1007/s10649-018-9810-y
- Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education. ZDM, 50(6), 965–974. https://doi.org/10.1007/s11858-018-0997-2 DOI: https://doi.org/10.1007/s11858-018-0997-2
- Prediger, S. (2019). Investigating and promoting teachers' expertise for language-responsive mathematics teaching. Mathematics Education Research Journal, 31(4), 367–392. https://doi.org/10.1007/s13394-019-00258-1 DOI: https://doi.org/10.1007/s13394-019-00258-1
- Purpura, D. J., & Reid, E. E. (2016). Mathematics and language: Individual and group differences in mathematical language skills in young children. Early Childhood Research Quarterly, 36, 259–268. https://doi.org/10.1016/j.ecresq.2015.12.020 DOI: https://doi.org/10.1016/j.ecresq.2015.12.020
- Rahman, M. N. A., Zamri, S. N. A. S., & Leong, K. E. (2019). Modelling opportunities to learn, mathematical belief and knowledge for teaching among pre-service teachers. Eurasia Journal of Mathematics, Science and Technology Education, 15(7). https://doi.org/10.29333/ejmste/106228 DOI: https://doi.org/10.29333/ejmste/106228
- Schleppegrell, M. J. (2007). The linguistic challenges of mathematics teaching and learning: A research review. Reading and Writing Quarterly, 23(2), 139–159. https://doi.org/10.1080/10573560601158461 DOI: https://doi.org/10.1080/10573560601158461
- Sibel, Y.-I., & Burcu, N. B.-S. (2016). Middle school teachers views and approaches to implement mathematical tasks. Educational Research and Reviews, 11(23), 2125–2137. https://doi.org/10.5897/ERR2016.3024 DOI: https://doi.org/10.5897/ERR2016.3024
- Strutchens, M. E. (2018). Educating Prospective Secondary Mathematics Teachers. Springer International Publishing. https://doi.org/10.1007/978-3-319-91059-8 DOI: https://doi.org/10.1007/978-3-319-91059-8
- Umar, W. (2012). Membangun Kemampuan Komunikasi Matematis Dalam Pembelajaran Matematika. Infinity Journal, 1(1), 1. https://doi.org/10.22460/infinity.v1i1.2 DOI: https://doi.org/10.22460/infinity.v1i1.2
- Wallmeier, F., Helmig, B., & Feeney, M. K. (2019). Knowledge Construction in Public Administration: A Discourse Analysis of Public Value. Public Administration Review, 79(4), 488–499. https://doi.org/10.1111/puar.13005 DOI: https://doi.org/10.1111/puar.13005
- Weinberg, P. (2019). Generalizing and Proving in an Elementary Mathematics Teacher Education Program : Moving Beyond Logic. 15(9). https://doi.org/10.29333/ejmste/108450 DOI: https://doi.org/10.29333/ejmste/108450
- Wilkinson, L. C. (2018). Teaching the language of mathematics : What the research tells us teachers need to know and do. Journal of Mathematical Behavior, May, 1–8. https://doi.org/10.1016/j.jmathb.2018.05.001 DOI: https://doi.org/10.1016/j.jmathb.2018.05.001
- Wilkinson, L. C. (2019). Learning language and mathematics: A perspective from Linguistics and Education. Linguistics and Education, 49, 86–95. https://doi.org/10.1016/j.linged.2018.03.005 DOI: https://doi.org/10.1016/j.linged.2018.03.005
References
Accurso, K., Gebhard, M., Purington, S. (2017). Analyzing Diverse Learners' Writing in Mathematics: Systemic Functional Linguistics in Secondary Pre-Service Teacher Education. International Journal for Mathematics Teaching and Learning, 18(1), 84–108.
Afifah, A., Khoiri, M., & Qomaria, N. (2019). Mathematics Preservice Teachers' Views on Mathematical Literacy. International Journal of Trends in Mathematics Education Research, 1(3), 92–94. https://doi.org/10.33122/ijtmer.v1i3.45 DOI: https://doi.org/10.33122/ijtmer.v1i3.45
Aksu, Z., & Kul, Ü. (2019). The Mediating Role of Mathematics Teaching Efficacy on the Relationships Between Pedagogical Content Knowledge and Mathematics Teaching Anxiety. SAGE Open, 9(3). https://doi.org/10.1177/2158244019871049 DOI: https://doi.org/10.1177/2158244019871049
Al-sehli, L. J., & Maroof, N. (2020). Language Barriers in Teaching and Understanding Mathematics : Teachers' and Students' Perceptions. 7(1), 125–134.
Barnes, E. M., & Stephens, S. J. (2019). Supporting mathematics vocabulary instruction through mathematics curricula. Curriculum Journal, 30(3), 322–341. https://doi.org/10.1080/09585176.2019.1614470 DOI: https://doi.org/10.1080/09585176.2019.1614470
Burke, R. (2017). Language and culture in the mathematics classroom: Scaffolding learner engagement. Numeracy in Authentic Contexts: Making Meaning Across the Curriculum, 91–109. https://doi.org/10.1007/978-981-10-5736-6_6 DOI: https://doi.org/10.1007/978-981-10-5736-6_6
Creswell, J. W. (2017). Research Design Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications International Educational and Professional Publisher.
Cueto, S., León, J., Sorto, M. A., & Miranda, A. (2017). Teachers' pedagogical content knowledge and mathematics achievement of students in Peru. Educational Studies in Mathematics, 94(3), 329–345. https://doi.org/10.1007/s10649-016-9735-2 DOI: https://doi.org/10.1007/s10649-016-9735-2
Emre-Akdoğan, E., & Yazgan-Sağ, G. (2018). Lise Matematik Öğretmeni Adaylarının Öğretmenlik Deneyimleri: Teoriden Uygulamaya Geçiş. Kastamonu Üniversitesi Kastamonu Eğitim Dergisi, 26, 93–99. https://doi.org/10.24106/kefdergi.375669 DOI: https://doi.org/10.24106/kefdergi.375669
Ent, D., An, O. F., Ent, N., Determ, T. O., Ence, N. E. S. C. I., & On, E. (2017). Examination of the pedagogical content knowledge of mathematics teachers. International Online Journal of Primary Education, 6(1), 9–22.
Genc, M., & Erbas, A. K. (2019). Secondary mathematics teachers' conceptions of mathematical literacy. International Journal of Education in Mathematics, Science and Technology, 7(3), 222–237.
Golding, J. (2017). Mathematics teachers' capacity for change. Oxford Review of Education, 43(4), 502–517. https://doi.org/10.1080/03054985.2017.1331846 DOI: https://doi.org/10.1080/03054985.2017.1331846
Hajer, M., & Norén, E. (2017). Teachers' Knowledge about Language in Mathematics Professional Development Courses : From an Intended Curriculum to a Curriculum in Action. 8223, 4087–4114. https://doi.org/10.12973/eurasia.2017.00808a DOI: https://doi.org/10.12973/eurasia.2017.00808a
Handal, B., & Herrington, A. (2003). Mathematics teachers' beliefs and curriculum reform. Mathematics Education Research Journal, 15(1), 59–69. https://doi.org/10.1007/BF03217369 DOI: https://doi.org/10.1007/BF03217369
Hiebert, J., Miller, E., & Berk, D. (2017). Relationships between mathematics teacher preparation and graduates' analyses of classroom teaching. Elementary School Journal, 117(4), 687–707. https://doi.org/10.1086/691685 DOI: https://doi.org/10.1086/691685
Hill, H. C., Blunk, M. L., Charalambous, C. Y., Lewis, J. M., Phelps, G. C., Sleep, L., & Ball, D. L. (2008). Mathematical knowledge for teaching and the mathematical quality of instruction: An exploratory study. Cognition and Instruction, 26(4), 430–511. https://doi.org/10.1080/07370000802177235 DOI: https://doi.org/10.1080/07370000802177235
Ilany, B.-S., & Hassidov, D. (2018). Perspective of "Quantity" between Natural Language and Mathematical Symbols (<, >, =): The Comprehension of Pre-Service and Preschool Teachers. Creative Education, 09(10), 1525–1535. https://doi.org/10.4236/ce.2018.910112 DOI: https://doi.org/10.4236/ce.2018.910112
Imre, S. Y. (2017). The Characteristics of a Good Mathematics Teacher in Terms of Students, Mathematics Teachers, and School Administrators. I-Manager's Journal on School Educational Technology, 12(3), 34. https://doi.org/10.26634/jsch.12.3.10387 DOI: https://doi.org/10.26634/jsch.12.3.10387
Jupri, A., & Drijvers, P. (2016). Student difficulties in mathematizing word problems in Algebra. Eurasia Journal of Mathematics, Science and Technology Education, 12(9), 2481–2502. https://doi.org/10.12973/eurasia.2016.1299a DOI: https://doi.org/10.12973/eurasia.2016.1299a
Krippendorff, K. (2004). Content Analysis An Introduction to Its Methodology. SAGE Publications International Educational and Professional Publisher.
Lane, C., O' meara, N., & Walsh, R. (2019). Pre-service mathematics teachers' use of the mathematics register. Issues in Educational Research, 29(3), 790–806.
Lee, E. J., Lee, K. H., & Park, M. (2019). Developing Preservice Teachers' Abilities to Modify Mathematical Tasks: Using Noticing-Oriented Activities. International Journal of Science and Mathematics Education, 17(5), 965–985. https://doi.org/10.1007/s10763-018-9891-1 DOI: https://doi.org/10.1007/s10763-018-9891-1
Leiss, D., Plath, J., & Schwippert, K. (2019). Language and Mathematics - Key Factors influencing the Comprehension Process in reality-based Tasks. Mathematical Thinking and Learning, 21(2), 131–153. https://doi.org/10.1080/10986065.2019.1570835 DOI: https://doi.org/10.1080/10986065.2019.1570835
León Gómez, N., & Beyer Kessler, W. O. (2017). Venezuela: Initial and Continuing Preparation of the Mathematics Teacher. https://doi.org/10.1007/978-3-319-44177-1_5 DOI: https://doi.org/10.1007/978-3-319-44177-1_5
Maher, C., Hadfield, M., Hutchings, M., & de Eyto, A. (2018). Ensuring Rigor in Qualitative Data Analysis: A Design Research Approach to Coding Combining NVivo With Traditional Material Methods. International Journal of Qualitative Methods, 17(1), 1–13. https://doi.org/10.1177/1609406918786362 DOI: https://doi.org/10.1177/1609406918786362
Makamure, C., & Jita, L. C. (2019). Teaching practice and pre-service mathematics teachers' teaching knowledge in Zimbabwe: A mixed methods study. Issues in Educational Research, 29(3), 858–880.
Mulwa, E. C. (2015). Difficulties encountered by students in the learning and usage of mathematical terminology: A critical literature review. Journal of Education and Practice, 6(13), 27–37.
Murtafiah, W., & Lukitasari, M. (2019). Developing Pedagogical Content Knowledge of Mathematics Pre-Service Teacher Through Microteaching Lesson Study. Jurnal Pendidikan Matematika, 13(2), 201–218. https://doi.org/10.22342/jpm.13.2.7663.201-218 DOI: https://doi.org/10.22342/jpm.13.2.7663.201-218
Norton, S. (2018). The relationship between mathematical content knowledge and mathematical pedagogical content knowledge of prospective primary teachers. Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-018-9401-y DOI: https://doi.org/10.1007/s10857-018-9401-y
Ortega, L., Malmberg, L. E., & Sammons, P. (2018). School effects on Chilean children's achievement growth in language and mathematics: An accelerated growth curve model. School Effectiveness and School Improvement, 29(2), 308–337. https://doi.org/10.1080/09243453.2018.1443945 DOI: https://doi.org/10.1080/09243453.2018.1443945
Planas, N. (2018). Language as resource : a key notion for understanding the complexity of mathematics learning. https://doi.org/10.1007/s10649-018-9810-y DOI: https://doi.org/10.1007/s10649-018-9810-y
Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education. ZDM, 50(6), 965–974. https://doi.org/10.1007/s11858-018-0997-2 DOI: https://doi.org/10.1007/s11858-018-0997-2
Prediger, S. (2019). Investigating and promoting teachers' expertise for language-responsive mathematics teaching. Mathematics Education Research Journal, 31(4), 367–392. https://doi.org/10.1007/s13394-019-00258-1 DOI: https://doi.org/10.1007/s13394-019-00258-1
Purpura, D. J., & Reid, E. E. (2016). Mathematics and language: Individual and group differences in mathematical language skills in young children. Early Childhood Research Quarterly, 36, 259–268. https://doi.org/10.1016/j.ecresq.2015.12.020 DOI: https://doi.org/10.1016/j.ecresq.2015.12.020
Rahman, M. N. A., Zamri, S. N. A. S., & Leong, K. E. (2019). Modelling opportunities to learn, mathematical belief and knowledge for teaching among pre-service teachers. Eurasia Journal of Mathematics, Science and Technology Education, 15(7). https://doi.org/10.29333/ejmste/106228 DOI: https://doi.org/10.29333/ejmste/106228
Schleppegrell, M. J. (2007). The linguistic challenges of mathematics teaching and learning: A research review. Reading and Writing Quarterly, 23(2), 139–159. https://doi.org/10.1080/10573560601158461 DOI: https://doi.org/10.1080/10573560601158461
Sibel, Y.-I., & Burcu, N. B.-S. (2016). Middle school teachers views and approaches to implement mathematical tasks. Educational Research and Reviews, 11(23), 2125–2137. https://doi.org/10.5897/ERR2016.3024 DOI: https://doi.org/10.5897/ERR2016.3024
Strutchens, M. E. (2018). Educating Prospective Secondary Mathematics Teachers. Springer International Publishing. https://doi.org/10.1007/978-3-319-91059-8 DOI: https://doi.org/10.1007/978-3-319-91059-8
Umar, W. (2012). Membangun Kemampuan Komunikasi Matematis Dalam Pembelajaran Matematika. Infinity Journal, 1(1), 1. https://doi.org/10.22460/infinity.v1i1.2 DOI: https://doi.org/10.22460/infinity.v1i1.2
Wallmeier, F., Helmig, B., & Feeney, M. K. (2019). Knowledge Construction in Public Administration: A Discourse Analysis of Public Value. Public Administration Review, 79(4), 488–499. https://doi.org/10.1111/puar.13005 DOI: https://doi.org/10.1111/puar.13005
Weinberg, P. (2019). Generalizing and Proving in an Elementary Mathematics Teacher Education Program : Moving Beyond Logic. 15(9). https://doi.org/10.29333/ejmste/108450 DOI: https://doi.org/10.29333/ejmste/108450
Wilkinson, L. C. (2018). Teaching the language of mathematics : What the research tells us teachers need to know and do. Journal of Mathematical Behavior, May, 1–8. https://doi.org/10.1016/j.jmathb.2018.05.001 DOI: https://doi.org/10.1016/j.jmathb.2018.05.001
Wilkinson, L. C. (2019). Learning language and mathematics: A perspective from Linguistics and Education. Linguistics and Education, 49, 86–95. https://doi.org/10.1016/j.linged.2018.03.005 DOI: https://doi.org/10.1016/j.linged.2018.03.005