Writing Mathematically: The Discourse of 'Investigation' [Kõva köide]

Applying linguistic theory in a critical analysis of the role of written language in assessing math ability, Morgan (mathematics education, U. of London) raises the intriguing question of whether some students are failing to adequately communicate their competence. This new perspective on math education including the concept of a register to discern what is special about language in mathematical settings presents implications for teacher pre-/in- service education re: improved assessment, more open-ended tasks (like those of real mathematicians), and other innovations in this curriculum area. Distributed in the US by Taylor & Francis. Annotation c. by Book News, Inc., Portland, Or.

School mathematics curricula internationally tend to emphasise problem-solving and have led to the development of opportunities for children to do maths in a more open, creative way. This has led to increased interest in 'performance-based' assessment, which involves children in substantial production of written language to serve as 'evidence' of their mathematical activity and achievement. However, this raises two important questions. Firstly, does this writing accurately present children's mathematical activity and ability? Secondly, do maths teachers have sufficient linguistic awareness to support their students in developing skills and knowledge necessary for writing effectively in their subject area? The author of this book takes a critical perspective on these questions and, through an investigation of teachers' readings and evaluations of coursework texts, identifies the crucial issues affecting the accurate assessment of school mathematics.