Abstract
This chapter will use a wider focus than mathematical literacy and use the framework proposed by Ellerton (1989) to identify the dimensions and relationships existing in the mathematics language interface and to provide a structure for the chapter. The framework highlights the all-pervading influence of culture and the fundamental importance of communication within culture. Mathematics is one form of communication that takes place in mathematics classrooms is influenced by culture, modes of communication, mathematics and curriculum theory. As well, classroom and other discourses are influenced by natural language, psycho- and sociolinguistic forces, and the extent and form of the engagement of learners in problem-solving activities.
| Original language | English |
|---|---|
| Title of host publication | Literacy Across the Curriculum |
| Editors | Robyn Gregson |
| Place of Publication | U.S.A. |
| Publisher | Common Ground |
| Pages | 34-51 |
| Number of pages | 18 |
| ISBN (Electronic) | 9781612291437 |
| ISBN (Print) | 9781612291420 |
| Publication status | Published - 2013 |