Yackel Erna

DOI: Vol.8(No.1) 1-18, 2004

Current interest in mathematics learning that focuses on understanding, mathematical reasoning and meaning making underscores the need to develop ways of analyzing classrooms that foster these types of learning. In this paper, the author show that the constructs of social and socio-mathematical norms, which grew out of taking a symbolic interactionist perspective, and Toulmins scheme for argumentation, as elaborated for mathematics education by Krummheuer [The ethnology of argumentation. In: The emergence of mathematical meaning: Interaction in classroom cultures (1995, pp. 229-269). Hillsdale, NJ: Erlbaum], provide us with means to analyze aspects of explanation, justification and argumentation in mathematics classrooms, including means through which they can be fostered. Examples from a variety of classrooms are used to clarify how these notions can inform instruction at all levels, from the elementary grades through university-level mathematics.

Theoretical perspective, symbolic interactionist perspective

Mi Kyung Ju , Oh Nam Kwon

DOI: Vol.8(No.1) 19-30, 2004

This research applies the discursive approach to investigate the social transformation of students` conceptual model of differential equations. The analysis focuses on the students` use of metaphor in class in order to find kinds of metaphor used, their characteristics, and a pattern in the use of metaphor. Based on the analysis, it is concluded that the students` conceptual model of differential equations gradually becomes transformed with respect to the historical and cultural structure of the communal practice of mathematics. The findings suggest that through participating in the daily practice of mathematics as a historical and cultural product, an learner becomes socially transformed to a certain king of a cultural being with historicity. This implies that mathematics education is concerned with the formation of historical and cultural identity at a fundamental level.

metaphor, differential equations, collegiate mathematics education, teacher education

Adanur Yunus , Yagiz Oktay , Isik Ahmet

DOI: Vol.8(No.1) 31-37, 2004

This study explores the relations between mathematics and the natural human language. At the very outset, a general definition of language was, given while it was attempted to make some comparisons between the words of natural language and mathematical symbols at that. Besides, the occupation of natural language functions within mathematics was handled. Consequently, it was tried to manifest that the language of mathematics enjoys the features of natural language as well. Mathematics makes use of many functional and structural features. The fact that fundamental ingredient of mathematics is symbols does not change this reality.

Mathematics Education and Language

Rosihan M Ali , Kor Liew Kee

DOI: Vol.8(No.1) 39-58, 2004

The school of Mathematical Science at University Sains Malaysia has offered a laboratory course on the integration of hand-held technology into the teaching and learning of mathematics since the beginning of the 2001/2002 academic year. This inquiry-based course highlights the explorations and application of mathematics in a data rich modeling environment. In addition, the course addresses several issues related to the effective integration of such technology into the mathematics curriculum. This paper discusses the appropriate use of graphing technology to present mathematical concepts and to support student`s understanding in a student-centered learning environment, shares knowledge on the new mathematics that was made possible by hand-held technology, and summarizes student reactions to this innovative learning mode.

Graphing technology, laboratory explorations, students` impression