Topic Area: Language and Mathematics
The program was organised around three themes: Oral Mathematics, Reading and Writing Mathematics, and Teaching and Learning Mathematics in a Second Language. A simplified version of the program is shown on the accompanying page. Each session was of 90 minutes duration and presentations were generally restricted to about 20 minutes to allow for questions and discussion. A leader was selected in advance from the presenters in each session to coordinate reporting, prepare summaries, and to sit on the panel in the closing plenary session. Chairpersons for each session introduced the speakers, kept presentations to the appropriate time limit, and led question time. Attendances were very encouraging and showed active interest in all three themes. An international group of over one hundred people has been formed to encourage cooperation in research and correspondence between members with a view to making real progress in the four years to ICME 6.
KeywordsNigeria Alan Metaphor
Unable to display preview. Download preview PDF.
- Booth, L.R. (1984) Algebra: Children’s Strategies and Errors,NFER- Nelson.Google Scholar
- Halliday, M. (1974) ‘Some Aspects of Sociolinguistics’ in Interactions between Linguistics and Mathematical Education, Nairobi, Unesco.Google Scholar
- Lakoff, G. and Johnson, M. (1980) Metaphors We Live By, U. of Chicago Press.Google Scholar
- Mason et al. (1985) Routes to Algebra,Open University Educational Enterprises.Google Scholar
- Pimm, D. (1985) ‘Seeing Mathematics Linguistically’, in Unesco.Google Scholar
- Stubbs, M. (1980) Language and Literacy, Routledge and Kegan Paul.Google Scholar