Presents three schools of argument on mathematical communication: (1) cognitivist argument; (2) interactionist argument; and (3) neo-pragmatist argument. Distinguishes the mathematical versus talking about mathematics, talking mathematics versus learning the art of mathematical conversation, and the conversation of mathematicians versus students'…

Attempts to find ways to measure transcendental and irrational numbers. Provides methods for analyzing the square root of two, the natural logarithm e, and pi. (MVL)

Discusses the effects of mathematical language on the teaching and learning of mathematics. Concludes that educators need to expend far greater effort to bring all students to a fuller understanding of, and appreciation for, the language of mathematics. Contains 18 references. (ASK)

Describes a way to introduce and use mathematical language as an alternative to using vocabulary lists to introduce students to mathematical language in mathematics classrooms. Draws on multiple representations and student language. (YDS)

The articles in this collection offer rich and provocative views, backed by research and intensive classroom experience, of science and mathematics and teaching and learning. In particular, they explore some combination of the following: (1) science and mathematics as discourses; (2) students' home- and culturally-based ways of knowing, talking,…

Presented are mathematical games in six categories of mathematical objectives: learn the language of mathematics; use mathematical notation; know facts; develop skills; understand concepts; and devise strategies. Numbers of players, rules, and diagrams are provided for each problem. (YP)

A major component of student difficulty with algebra is the inability to make sense of the algebra symbol system as a language. Accordingly, remedies should be sought by considering algebra in a linguistic sense. (PK)

The focus is on forming numbers to meet specific requirements. Careful reading of information and understanding of mathematical language are important to finding appropriate solutions. Worksheets are designed for levels one-two, three-four, five-six, and seven-eight. (MNS)

Students who have the necessary computational skills can solve word problems in mathematics only if they can comprehend the language of the problem. In order to best teach reading comprehension of mathematical word problems, teachers should consider the following steps: (1) prepare for teaching a problem by analyzing the ways the problem can be…

Discusses etymologies of mathematics words as a rich resource for deepening student understanding and appreciation of mathematics, history, and language. Presents detailed examples concerning the branches of mathematics, conic sections, and words of Arabic origin. (KHR)

Discusses the use of calculators to calculate multiple operations. Describes calculating procedures and provides four different types of examples. (YP)

Presented is a guide for undergraduate mathematical composition with emphases on explicit and clear definitions, purposeful formatting with regard to technical conventions, and proper style with respect to content and prospective audience. Numerous examples are included, particularly those involving complicated mathematical expressions. (JJK)