Abstract
The variety of language that children aged 11 to 13 use whilst being involved with mathematics, reveals the role of the interlocution situation in which social and cognitive aspects intervene (Brossard 1978a; 1978b; Espéret, 1978). The study presented here, carried out by a research team concerning the didactic of mathematics, is based on the specific case of a problem of geometric nature, on an activity of communication which on the one hand brings linguistic process into action, in the production of messages describing a given geometric figure and on the other hand, the procedures of decoding the information contained in these messages. The delimited framework of this communication activity allows, according to the statements in situation that it implies, a precise analysis of the factors “which control the discursive activity of children (..) and which keep account of the enunciation context and of the network of knowledge involved” (Brossard 1978).
Translated from a paper published in the R.P.A.
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© 1982 Plenum Press, New York
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Guillerault, M., Laborde, C. (1982). Ambiguities in the Description of a Geometrical Figure. In: Lowenthal, F., Vandamme, F., Cordier, J. (eds) Language and Language Acquisition. Springer, Boston, MA. https://doi.org/10.1007/978-1-4684-9099-2_21
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DOI: https://doi.org/10.1007/978-1-4684-9099-2_21
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