How Learners Communicate Their Mathematics Reasoning in Mathematics Discourse

  • Benadette Aineamani
Part of the ICME-13 Monographs book series (ICME13Mo)


This paper reports on qualitative research that draws on Gee’s Discourse analysis to understand how learners communicate their mathematics reasoning in a multilingual classroom in South Africa. Data was collected in a Grade 11 class (14–16 years age group) of 25 learners in a township school in South Africa. Data was collected using classroom observations, and document analysis. The study showed that the way learners communicated their mathematics reasoning depended on the activities that were given by the textbook being used in the classroom, and the questions that the teacher asked during the lessons. From the findings of the study, mathematics classroom textbooks should be designed to enable learners communicate to their mathematics reasoning.


Mathematics discourse Mathematics reasoning Communicating mathematically Multilingual Discourse analysis 


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Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  1. 1.Pearson South AfricaCape TownSouth Africa

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