A functional perspective on examining the mathematical teacher talk in a multilingual secondary classroom

2012-07-04
Celebi-Ilhan, E. Gul
This paper draws on social semiotics, and functional perspective of language to analyze teacher participation into the social practice/activity of mathematical meaning making in a multilingual secondary classroom. According to these perspectives, language is taken as discourse and is used to make meanings where exchange of meanings takes place between the participants of the social practice. I present an analysis of a mathematical text to reveal the functions fulfilled by teacher talk/discourse in construction of mathematical meanings within the discursive practice of mathematical classroom. Together with these findings I discuss consequences of the teacher talk/discourse based on Foucauldian terms within the immediate and broader cultural contexts related with the classroom.

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Citation Formats
E. G. Celebi-Ilhan, “A functional perspective on examining the mathematical teacher talk in a multilingual secondary classroom,” 2012, p. 2207, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/63594.