Araştırma Makalesi
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An Examination of Mathematics Teachers’ Mathematical Language Usage

Yıl 2023, Cilt: 10 Sayı: 6, 41 - 57, 01.11.2023
https://doi.org/10.17275/per.23.88.10.6

Öz

The aim of this research is to examine the mathematical language use of mathematics teachers in detail within the framework of the theoretical approach of “Three Worlds of Mathematics” put forward by Tall (2007). The research was carried out in the case study pattern, which is one of the qualitative research methods. The study group of the research consists of 27 math teachers. In the research, “Worksheet for the Use of Mathematical Language”, which includes four mathematical situations, was used as a data collection tool. In the analysis of the data collected within the scope of the research, the interpretation of the “Three Worlds of Mathematics” theoretical approach towards the use of mathematical language was adopted. As a result of the research, it was seen that mathematics teachers used mathematical language mostly in the context of the “conceptual-embodied world”, and least in the context of the “axiomatic-formal world”. At the same time, while the mathematical world in which the mathematical situation is presented affects the mathematical language used by the teachers for that situation, the teachers could not fully reflect the mathematical language to different worlds whilst working on mathematical situations. Finally, based on the conclusion that teachers use mathematical language in a more qualified way while performing high-level skills, it is suggested to include activities that allow the development of high-level skills in mathematics lessons and that serve to understand and develop mathematics

Kaynakça

  • Açıl, E. & Zeybek, Z. (2017). Öğrencilerin matematiksel dili kullanma ve anlama becerisi ile öğretmenlerinin öğrencilerin matematiksel dili nasıl kullandıklarını fark edebilme yeteneği. [Students’ ability to use and understand mathematical language with their teacher’s ability to notice the ways of how students use mathematical language?]. Pamukkale University Journal of Education, 42(42), 87-107.
  • Akarsu Yakar, E. (2019). An investigation of mathematical thinking processes and mathematical language skills of secondary school students through the theoretical framework of ‘Three Worlds of Mathematics’. [Doctoral Dissertation]. Dokuz Eylül University, İzmir.
  • Akarsu, E. (2013). The investigation of using mathematical language of 7th graders on algebra. [Master Dissertation]. Dokuz Eylül University, İzmir.
  • Al-Sehli, L. J. & Maroof, N. (2020). Language barriers in teaching and understanding mathematics: Teachers' and students' perceptions. Journal of Applied Linguistics and Language Research, 7(1), 125–134
  • Australian Curriculum & Assessment Authority [ACARA]. (2022, November 20). Australian Curriculum: Mathematics. https://www.australiancurriculum.edu.au/f-10-curriculum/mathematics/rationale/
  • Aydın, S. & Yeşilyurt, M. (2007). Matematik öğretiminde kullanılan dile ilişkin öğrenci görüşleri. [Student’s view about the language used in mathematics teaching]. Electronic Journal of Social Sciences, 22, 90-100.
  • Aydoğan Belen, N. (2018). The investigation of mathematical language of used by fourth grade students. [Master Dissertation]. Ordu University, Ordu.
  • Baiduri, B. & Utomo, D. P. (2020). Teachers' competence in the acquisition and use of the mathematical language in Indonesia. Humanities & Social Sciences Reviews, 8 (4), 1471-1481.
  • Baki, A. & Çelik, S. (2018). Veri işleme öğrenme alanına yönelik sınıf içindeki söylemlerin matematiksel dil bağlamında incelenmesi. [Investigation of Classroom Discourse about Statistics in the Context of Mathematical Language]. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 9(2), 283-311.
  • Baltacı, A. (2017). Nitel veri analizinde Miles-Huberman modeli. [Miles-Huberman Model in qualitative data analysis]. Ahi Evran University Institute of Social Sciences Journal, 3(1), 1-15.
  • Baltacı, A. (2019). Nitel araştırma süreci: Nitel bir araştırma nasıl yapılır?. [The Qualitative Research Process: How to Conduct a Qualitative Research?]. Ahi Evran University Institute of Social Sciences Journal, 5(2), 368-388.
  • Bogdan, R. & Biklen, S. K. (1997). Qualitative research for education. Allyn & Bacon Boston, MA.
  • Burke, R. (2017). Language and culture in the mathematics classroom: Scaffolding learner engagement. Numeracy in Authentic Contexts: Making Meaning Across the Curriculum, s. 91–109.
  • Chard, D. (2003). Vocabulary strategies for the mathematics classroom. Date of access: 20.04.2023, https://pdf4pro.com/fullscreen/vocabulary-strategies-for-the-mathematics-ce4f9.html
  • Creswell, J.W. (2012). Educational research: planning, conducting, and evaluating quantitative research. Boston: Pearson Education Inc.
  • Çakmak, Z., Baş, F. & Bekdemir, M. (2014). İlköğretim matematik öğretmen adaylarının örüntüler konusundaki matematiksel dil becerileri. [Elementary mathematics education students’ mathematical language skills on the issue of patterns]. Erzincan University Journal of Education Faculty, 16(1), 204-223.
  • Çalıkoğlu Bali, G. (2002). Matematik öğretiminde dil ölçeği. [Language in mathematics teaching scale]. H. U. Journal of Education, 23, 57-61.
  • Denzin, N. K. & Lincoln, Y. S. (2008). Introduction: The discipline and practice of qualitative research.
  • Emre, E., Sağ, Y. G., Gülkılık, H. & Argün, Z. (2010). Matematik öğretmen adaylarının matematiksel dil kullanımları. [Mathematics teacher candidates' use of mathematical language]. UFBMEK-2010. Date of access: 12.04.2023, https://www.researchgate.net/publication/322056933_Matematik_ogretmen_adaylarinin_matematiksel_dil_kullanimlari
  • Farrugia, M. T. (2013). Moving from informal to formal mathematical language in Maltese classrooms. International Journal of Bilingual Education and Bilingualism, 16(5), 570-588.
  • Firmender, J. M., Gavin, M. K., & McCoach, D. B. (2014). Examining the relationship between teachers’ instructional practices and students’ mathematics achievement. Journal of Advanced Academics, 25(3), 214-236.
  • Gawned, S. (1990). An emerging model of the language of mathematics. Language in mathematics, 27-42.
  • Gültekin, S. H. & Es, H. (2018). İlköğretim matematik öğretmen adaylarının geometri alan dilini kullanma becerilerinin incelenmesi. [An analysis of the prospective primary school mathematics teachers’ use of geometry field language skills among]. Gazi University Gazi Faculty of Education Journal, 38(2), 635-662.
  • Gürefe, N. (2018). Mathematical language skills of mathematics prospective teachers. Universal Journal of Educational Research, 6(4), 661-671.
  • Güzel, S. & Yılmaz, S. (2020). 8. Sınıf öğrencilerinin üslü ifadeler konusundaki matematiksel dil kullanım düzeyleri ve dile ilişkin görüşleri. [Mathematical language usage levels of eighth grade students regarding exponential expression and their views on language]. International Journal of Active Learning, 5(1), 33-56.
  • Hancock, D.R. & Algozzine, B. (2006). Doing case study research: A practical guide for beginners researchers. New York: Teachers College.
  • Harvey, R. (1982). I can keep going up if I want to’: one way of looking at learning in mathematics. In Mathematics, ed. R. Harvey, D. Kerslake, H. Shuard, and M. Torbe, 2240. London: Ward Lock Educational.
  • Hornburg, C. B., Schmitt, S. A. & Purpura, D. J. (2018). Relations between preschoolers’ mathematical language understanding and specific numeracy skills. Journal of experimental child psychology, 176, 84-100.
  • 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, 9(10), 1525.
  • 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.
  • Kıymaz, Y., Kartal, B., & Morkoyunlu, Z. (2020). İlköğretim matematik öğretmen adaylarının yazılı matematiksel iletişim becerilerinin incelenmesi. [Examining pre-service mathematics teachers’ written mathematical communication skills]. Journal of Uludag University Faculty of Education, 33(1), 205-228.
  • Korhonen, J., Linnanmäki, K. & Aunio, P. (2011). Language and mathematical performance: a comparison of lower secondary school students with different level of mathematical skills, Scandinavian Journal of Educational Research, 1-12.
  • Kuntze, S., Prinz, E., Friesen, M., Batzel-Kremer, A., Bohl, T., & Kleinknecht, M. (2018). Using multiple representations as part of the mathematical language in classrooms: investigating teachers' support in a video analysis. In Proceedings of the IV ERME Topic Conference'Classroom-based research on mathematics and language (p. 96-102).
  • 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.
  • Maxwell, J. A. (2008). Designing a qualitative study. The SAGE handbook of applied social research methods, 2, 214-253.
  • McClelland, M. M., Cameron, C. E., Connor, C. M., Farris, C. L., Jewkes, A. M., & Morrison, F. J. (2007). Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills. Developmental psychology, 43(4), 947.
  • Mercer, N. & Sams, C. (2006). Teaching children how to use language to solve maths problems. Language and Education, 20(6), 507-528.
  • Merriam, S. B. (1998). Qualitative Research and Case Study Applications in Education. Revised and Expanded from" Case Study Research in Education.". Jossey-Bass Publishers.
  • Ministry of National Education [MoNE]. (2009). Elementary math lesson 6-8. classes curriculum and guide. Ministry of National Education.
  • Ministry of National Education [MoNE]. (2018). School mathematics curriculum (Primary and Secondary School Grades 1, 2, 3, 4, 5, 6, 7 and 8). Ministry of National Education.
  • Morgan, C. (2007). Who is not multilingual now?. Educational Studies in Mathematics, 64, 239-242.
  • Morgan, D. L. (1996). Focus groups as qualitative research (C. 16). New York: Sage publications.
  • 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.
  • National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics. National Council of Mathematics Teachers.
  • Oxenford O’Brian, J. R., Nocon, H., & Iceman Sands, D. (2010). The use of dialogue and tools to develop students’ mathematical language and meta‐cognition. Teacher Development, 14(4), 447-466.
  • Örnek, T., & Soylu, Y. (2021). A model design to be used in teaching problem posing to develop problem-posing skills. Thinking Skills and Creativity, 41, 100905.
  • Patton, M. Q. (2018). Bütün, M. & Demir, S. B. (Eds.). (2018). Nitel araştırma ve değerlendirme yöntemleri. [Qualitative research and evaluation methods]. Pegem Akademi.
  • 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.
  • Purpura, D. J., & Logan, J. A. R. (2015). The non-linear relations between the approximate number system and mathematical language to symbolic mathematics. Developmental Psychology, 51, 1717–1724.
  • Rubenstein, R. N., & Thompson, D. R. (2002). Understanding and supporting children’s mathematical vocabulary development. Teaching Children Mathematics, 9, 107–112.
  • Rudd, L. C., Lambert, M. C., Satterwhite, M. & Zaier, A. (2008). Mathematical language in early childhood settings: What really counts?, Early Childhood Education, 36, 75-80.
  • Rudnitsky, A., Etheredge, S., Freeman, S. J. M. & Gilbert, T. (1995). Learning to solve addition and substraction word problems through a structure-plus-writing approach. Journal for Research in Mathematics Education, 26(5), 467-486.
  • Schmitt, S. A., Purpura, D. J., & Elicker, J. G. (2019). Predictive links among vocabulary, mathematical language, and executive functioning in preschoolers. Journal of experimental child psychology, 180, 55-68.
  • Shockey, T., & Pindiprolu, S. (2015). Uniquely precise: Importance of conceptual knowledge and mathematical language. Journal on School Educational Technology, 11(1), 28-33.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational researcher, 15(2), 4-14.
  • Simpson, A., & Cole, M. W. (2015). More than words: A literature review of language of mathematics research. Educational Review, 67(3), 369-384.
  • Singleton, R.A. & Straits, B.C. (2005). Approaches to social research (4thed.). New York: Oxford University Press.
  • Tall, D. (2008). The transition to formal thinking in mathematics. Mathematics Education Research Journal, 20(2), 5-24.
  • Tall, D. O. (2007). Developing a theory of mathematical growth. ZDM, 39(1), 145-154.
  • Teddlie, C., & Yu, F. (2007). Mixed methods sampling: A typology with examples. Journal of mixed methods research, 1(1), 77-100.
  • Uğurel, I. & Moralı, H. S. (2010). Bir ortaöğretim matematik dersindeki ispat yapma etkinliğine yönelik sınıf içi tartışma sürecine öğrenci söylemleri çerçevesinde yakından bakış. [A close view on the discussion in relation to a activity about proving a theorem in a high school mathematics lesson via students’ discourse]. Journal of Buca Faculty of Education, (28), 134-154.
  • Yakar, E. A. & Yılmaz, S. (2017). 7. sınıf öğrencilerinin cebire yönelik gerçek yaşam durumlarını matematiksel ifadelere dönüştürme sürecindeki matematiksel dil becerileri. [Mathematical language skills of 7th grade students in the process of transforming the real life situation into a mathematical expression in algebra]. Inonu University Journal of the Faculty of Education, 18(1), 292-310.
  • Yardımcı, H. (2019). Mathematics teacher candidates' ability to convert verbally expressed sets into mathematical language. [Master Dissertation]. Mersin University, Mersin.
  • Yeşildere, S. (2007). İlköğretim matematik öğretmen adaylarının matematiksel alan dilini kullanma yeterlikleri. [The competencies of primary school mathematics teacher candidates in using the mathematical field language]. Boğaziçi University Journal of Education, 24(2), 61-70.
  • Yıldırım, A. & Şimşek, H. (2021). Sosyal bilimlerde nitel araştırma yöntemleri. [Qualitative research methods in the social sciences]. Ankara: Seçkin Yayıncılık.
  • Yin, R. K. (2014). Case study research: design and methods. Sage Pbc.
  • Yüzerler, S. (2013). 6th and 7th grade students’ skills of using mathematical language. [Doctoral Dissertation]. Necmettin Erbakan University, Konya.
Yıl 2023, Cilt: 10 Sayı: 6, 41 - 57, 01.11.2023
https://doi.org/10.17275/per.23.88.10.6

Öz

Kaynakça

  • Açıl, E. & Zeybek, Z. (2017). Öğrencilerin matematiksel dili kullanma ve anlama becerisi ile öğretmenlerinin öğrencilerin matematiksel dili nasıl kullandıklarını fark edebilme yeteneği. [Students’ ability to use and understand mathematical language with their teacher’s ability to notice the ways of how students use mathematical language?]. Pamukkale University Journal of Education, 42(42), 87-107.
  • Akarsu Yakar, E. (2019). An investigation of mathematical thinking processes and mathematical language skills of secondary school students through the theoretical framework of ‘Three Worlds of Mathematics’. [Doctoral Dissertation]. Dokuz Eylül University, İzmir.
  • Akarsu, E. (2013). The investigation of using mathematical language of 7th graders on algebra. [Master Dissertation]. Dokuz Eylül University, İzmir.
  • Al-Sehli, L. J. & Maroof, N. (2020). Language barriers in teaching and understanding mathematics: Teachers' and students' perceptions. Journal of Applied Linguistics and Language Research, 7(1), 125–134
  • Australian Curriculum & Assessment Authority [ACARA]. (2022, November 20). Australian Curriculum: Mathematics. https://www.australiancurriculum.edu.au/f-10-curriculum/mathematics/rationale/
  • Aydın, S. & Yeşilyurt, M. (2007). Matematik öğretiminde kullanılan dile ilişkin öğrenci görüşleri. [Student’s view about the language used in mathematics teaching]. Electronic Journal of Social Sciences, 22, 90-100.
  • Aydoğan Belen, N. (2018). The investigation of mathematical language of used by fourth grade students. [Master Dissertation]. Ordu University, Ordu.
  • Baiduri, B. & Utomo, D. P. (2020). Teachers' competence in the acquisition and use of the mathematical language in Indonesia. Humanities & Social Sciences Reviews, 8 (4), 1471-1481.
  • Baki, A. & Çelik, S. (2018). Veri işleme öğrenme alanına yönelik sınıf içindeki söylemlerin matematiksel dil bağlamında incelenmesi. [Investigation of Classroom Discourse about Statistics in the Context of Mathematical Language]. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 9(2), 283-311.
  • Baltacı, A. (2017). Nitel veri analizinde Miles-Huberman modeli. [Miles-Huberman Model in qualitative data analysis]. Ahi Evran University Institute of Social Sciences Journal, 3(1), 1-15.
  • Baltacı, A. (2019). Nitel araştırma süreci: Nitel bir araştırma nasıl yapılır?. [The Qualitative Research Process: How to Conduct a Qualitative Research?]. Ahi Evran University Institute of Social Sciences Journal, 5(2), 368-388.
  • Bogdan, R. & Biklen, S. K. (1997). Qualitative research for education. Allyn & Bacon Boston, MA.
  • Burke, R. (2017). Language and culture in the mathematics classroom: Scaffolding learner engagement. Numeracy in Authentic Contexts: Making Meaning Across the Curriculum, s. 91–109.
  • Chard, D. (2003). Vocabulary strategies for the mathematics classroom. Date of access: 20.04.2023, https://pdf4pro.com/fullscreen/vocabulary-strategies-for-the-mathematics-ce4f9.html
  • Creswell, J.W. (2012). Educational research: planning, conducting, and evaluating quantitative research. Boston: Pearson Education Inc.
  • Çakmak, Z., Baş, F. & Bekdemir, M. (2014). İlköğretim matematik öğretmen adaylarının örüntüler konusundaki matematiksel dil becerileri. [Elementary mathematics education students’ mathematical language skills on the issue of patterns]. Erzincan University Journal of Education Faculty, 16(1), 204-223.
  • Çalıkoğlu Bali, G. (2002). Matematik öğretiminde dil ölçeği. [Language in mathematics teaching scale]. H. U. Journal of Education, 23, 57-61.
  • Denzin, N. K. & Lincoln, Y. S. (2008). Introduction: The discipline and practice of qualitative research.
  • Emre, E., Sağ, Y. G., Gülkılık, H. & Argün, Z. (2010). Matematik öğretmen adaylarının matematiksel dil kullanımları. [Mathematics teacher candidates' use of mathematical language]. UFBMEK-2010. Date of access: 12.04.2023, https://www.researchgate.net/publication/322056933_Matematik_ogretmen_adaylarinin_matematiksel_dil_kullanimlari
  • Farrugia, M. T. (2013). Moving from informal to formal mathematical language in Maltese classrooms. International Journal of Bilingual Education and Bilingualism, 16(5), 570-588.
  • Firmender, J. M., Gavin, M. K., & McCoach, D. B. (2014). Examining the relationship between teachers’ instructional practices and students’ mathematics achievement. Journal of Advanced Academics, 25(3), 214-236.
  • Gawned, S. (1990). An emerging model of the language of mathematics. Language in mathematics, 27-42.
  • Gültekin, S. H. & Es, H. (2018). İlköğretim matematik öğretmen adaylarının geometri alan dilini kullanma becerilerinin incelenmesi. [An analysis of the prospective primary school mathematics teachers’ use of geometry field language skills among]. Gazi University Gazi Faculty of Education Journal, 38(2), 635-662.
  • Gürefe, N. (2018). Mathematical language skills of mathematics prospective teachers. Universal Journal of Educational Research, 6(4), 661-671.
  • Güzel, S. & Yılmaz, S. (2020). 8. Sınıf öğrencilerinin üslü ifadeler konusundaki matematiksel dil kullanım düzeyleri ve dile ilişkin görüşleri. [Mathematical language usage levels of eighth grade students regarding exponential expression and their views on language]. International Journal of Active Learning, 5(1), 33-56.
  • Hancock, D.R. & Algozzine, B. (2006). Doing case study research: A practical guide for beginners researchers. New York: Teachers College.
  • Harvey, R. (1982). I can keep going up if I want to’: one way of looking at learning in mathematics. In Mathematics, ed. R. Harvey, D. Kerslake, H. Shuard, and M. Torbe, 2240. London: Ward Lock Educational.
  • Hornburg, C. B., Schmitt, S. A. & Purpura, D. J. (2018). Relations between preschoolers’ mathematical language understanding and specific numeracy skills. Journal of experimental child psychology, 176, 84-100.
  • 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, 9(10), 1525.
  • 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.
  • Kıymaz, Y., Kartal, B., & Morkoyunlu, Z. (2020). İlköğretim matematik öğretmen adaylarının yazılı matematiksel iletişim becerilerinin incelenmesi. [Examining pre-service mathematics teachers’ written mathematical communication skills]. Journal of Uludag University Faculty of Education, 33(1), 205-228.
  • Korhonen, J., Linnanmäki, K. & Aunio, P. (2011). Language and mathematical performance: a comparison of lower secondary school students with different level of mathematical skills, Scandinavian Journal of Educational Research, 1-12.
  • Kuntze, S., Prinz, E., Friesen, M., Batzel-Kremer, A., Bohl, T., & Kleinknecht, M. (2018). Using multiple representations as part of the mathematical language in classrooms: investigating teachers' support in a video analysis. In Proceedings of the IV ERME Topic Conference'Classroom-based research on mathematics and language (p. 96-102).
  • 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.
  • Maxwell, J. A. (2008). Designing a qualitative study. The SAGE handbook of applied social research methods, 2, 214-253.
  • McClelland, M. M., Cameron, C. E., Connor, C. M., Farris, C. L., Jewkes, A. M., & Morrison, F. J. (2007). Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills. Developmental psychology, 43(4), 947.
  • Mercer, N. & Sams, C. (2006). Teaching children how to use language to solve maths problems. Language and Education, 20(6), 507-528.
  • Merriam, S. B. (1998). Qualitative Research and Case Study Applications in Education. Revised and Expanded from" Case Study Research in Education.". Jossey-Bass Publishers.
  • Ministry of National Education [MoNE]. (2009). Elementary math lesson 6-8. classes curriculum and guide. Ministry of National Education.
  • Ministry of National Education [MoNE]. (2018). School mathematics curriculum (Primary and Secondary School Grades 1, 2, 3, 4, 5, 6, 7 and 8). Ministry of National Education.
  • Morgan, C. (2007). Who is not multilingual now?. Educational Studies in Mathematics, 64, 239-242.
  • Morgan, D. L. (1996). Focus groups as qualitative research (C. 16). New York: Sage publications.
  • 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.
  • National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics. National Council of Mathematics Teachers.
  • Oxenford O’Brian, J. R., Nocon, H., & Iceman Sands, D. (2010). The use of dialogue and tools to develop students’ mathematical language and meta‐cognition. Teacher Development, 14(4), 447-466.
  • Örnek, T., & Soylu, Y. (2021). A model design to be used in teaching problem posing to develop problem-posing skills. Thinking Skills and Creativity, 41, 100905.
  • Patton, M. Q. (2018). Bütün, M. & Demir, S. B. (Eds.). (2018). Nitel araştırma ve değerlendirme yöntemleri. [Qualitative research and evaluation methods]. Pegem Akademi.
  • 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.
  • Purpura, D. J., & Logan, J. A. R. (2015). The non-linear relations between the approximate number system and mathematical language to symbolic mathematics. Developmental Psychology, 51, 1717–1724.
  • Rubenstein, R. N., & Thompson, D. R. (2002). Understanding and supporting children’s mathematical vocabulary development. Teaching Children Mathematics, 9, 107–112.
  • Rudd, L. C., Lambert, M. C., Satterwhite, M. & Zaier, A. (2008). Mathematical language in early childhood settings: What really counts?, Early Childhood Education, 36, 75-80.
  • Rudnitsky, A., Etheredge, S., Freeman, S. J. M. & Gilbert, T. (1995). Learning to solve addition and substraction word problems through a structure-plus-writing approach. Journal for Research in Mathematics Education, 26(5), 467-486.
  • Schmitt, S. A., Purpura, D. J., & Elicker, J. G. (2019). Predictive links among vocabulary, mathematical language, and executive functioning in preschoolers. Journal of experimental child psychology, 180, 55-68.
  • Shockey, T., & Pindiprolu, S. (2015). Uniquely precise: Importance of conceptual knowledge and mathematical language. Journal on School Educational Technology, 11(1), 28-33.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational researcher, 15(2), 4-14.
  • Simpson, A., & Cole, M. W. (2015). More than words: A literature review of language of mathematics research. Educational Review, 67(3), 369-384.
  • Singleton, R.A. & Straits, B.C. (2005). Approaches to social research (4thed.). New York: Oxford University Press.
  • Tall, D. (2008). The transition to formal thinking in mathematics. Mathematics Education Research Journal, 20(2), 5-24.
  • Tall, D. O. (2007). Developing a theory of mathematical growth. ZDM, 39(1), 145-154.
  • Teddlie, C., & Yu, F. (2007). Mixed methods sampling: A typology with examples. Journal of mixed methods research, 1(1), 77-100.
  • Uğurel, I. & Moralı, H. S. (2010). Bir ortaöğretim matematik dersindeki ispat yapma etkinliğine yönelik sınıf içi tartışma sürecine öğrenci söylemleri çerçevesinde yakından bakış. [A close view on the discussion in relation to a activity about proving a theorem in a high school mathematics lesson via students’ discourse]. Journal of Buca Faculty of Education, (28), 134-154.
  • Yakar, E. A. & Yılmaz, S. (2017). 7. sınıf öğrencilerinin cebire yönelik gerçek yaşam durumlarını matematiksel ifadelere dönüştürme sürecindeki matematiksel dil becerileri. [Mathematical language skills of 7th grade students in the process of transforming the real life situation into a mathematical expression in algebra]. Inonu University Journal of the Faculty of Education, 18(1), 292-310.
  • Yardımcı, H. (2019). Mathematics teacher candidates' ability to convert verbally expressed sets into mathematical language. [Master Dissertation]. Mersin University, Mersin.
  • Yeşildere, S. (2007). İlköğretim matematik öğretmen adaylarının matematiksel alan dilini kullanma yeterlikleri. [The competencies of primary school mathematics teacher candidates in using the mathematical field language]. Boğaziçi University Journal of Education, 24(2), 61-70.
  • Yıldırım, A. & Şimşek, H. (2021). Sosyal bilimlerde nitel araştırma yöntemleri. [Qualitative research methods in the social sciences]. Ankara: Seçkin Yayıncılık.
  • Yin, R. K. (2014). Case study research: design and methods. Sage Pbc.
  • Yüzerler, S. (2013). 6th and 7th grade students’ skills of using mathematical language. [Doctoral Dissertation]. Necmettin Erbakan University, Konya.
Toplam 67 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Research Articles
Yazarlar

Zeynep Özaydın 0000-0003-1768-3963

Menekşe Seden Tapan Broutın 0000-0002-1860-852X

Çiğdem Arslan 0000-0001-7354-8155

Erken Görünüm Tarihi 2 Kasım 2023
Yayımlanma Tarihi 1 Kasım 2023
Kabul Tarihi 4 Eylül 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 10 Sayı: 6

Kaynak Göster

APA Özaydın, Z., Tapan Broutın, M. S., & Arslan, Ç. (2023). An Examination of Mathematics Teachers’ Mathematical Language Usage. Participatory Educational Research, 10(6), 41-57. https://doi.org/10.17275/per.23.88.10.6