The purpose of this thesis was to examine teachers’ perception of communication in the Mathematics lesson. I wanted to find out how teachers look at communication as a didactic manner and how they view their role in encouraging communication and discussion during the Mathematics lesson and what communication can contribute to students’ learning in Mathematics, according to their beliefs. I have chosen a qualitative approach; I have interviewed six Mathematics teachers working in three different schools. I assume Vygotsky’s theories of language and learning, Piaget’s theory of accommodation and assimilation and Löwings- and Kilborn’s description of various types of language and communication in the Mathematics lesson. I have found that a common understanding of the six teachers is that communication between teachers and students as an important factor when the teacher explains new stuff or discusses students’ misunderstanding of a mathematic problem. Communication between students was less important for the teachers. Teachers’ role in creating space for communication was limited, experienced the teachers. They feel that many obstacles that prevent communication during the Mathematics lesson, for example, the traditional approach of teaching Mathematics in schools and the lack of mathematical language of the students.

Thesis (M.A.)--Memorial University of Newfoundland, 2001. / Bibliography: leaves 168-173.

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 386-407). Available also in a digital version from Dissertation Abstracts.

Digital media technologies have been extensively utilized in children's daily lives and many researchers, educators, caregivers, and developers have been interested in finding ways to utilize these technologies in educational settings to facilitate early cognitive development. Among a wide range of media technologies, the accessibility of voice assistants and smart speakers powered by Artificial Intelligence (AI) has notably increased. However, there is a paucity of knowledge about how this advanced technology can be used to teach young children important mathematical concepts during shared book reading. The current study aimed to examine whether and under what circumstances shared book reading with an AI voice agent would enhance preschool-aged children's learning of mathematical language, a critical domain-specific language highly associated with early numeracy skills and vocabulary development. Sixty-six participants who were recruited for home-visit and school-visit sessions were randomly assigned to one of three reading conditions to read a storybook with the AI voice agent three times: math storybook reading with dialogic questions, math storybook reading without dialogic questions, and non-math storybook reading with dialogic questions. The findings indicate that shared math storybook reading supports children's target mathematical language learning differently based on their initial understanding of numeracy skills. Children with higher levels of numeracy skills demonstrated greater benefits from simply listening to the story, whereas children with lower levels of numeracy skills showed a tendency to learn better when hearing questions and feedback from the AI voice agent. This study provides implications for the use of advanced technology involving social interaction to support children's learning of key mathematical language that can benefit from repeated reading. / Doctor of Philosophy / Digital media technologies have been widely used in children's daily lives and many researchers, educators, caregivers, and developers have been interested in finding ways to utilize these technologies in educational environments to support children's early cognitive development. Among a wide range of media technologies, more and more families with young children have access to smart speakers using voice assistant technology where users can talk to and give commands verbally. However, we do not know much about how this advanced technology can be used to teach young children important mathematical concepts during everyday activities. The goal of this study is to look at whether and in what condition shared book reading with an AI voice agent would support preschool-aged children's learning of mathematical language such as fewer, fewest, and a little bit which is critical in developing numeracy skills and vocabulary. Sixty-six participants who were recruited for home-visit and school-visit sessions were randomly assigned to one of the three reading conditions to read a storybook with the AI voice agent three times: math storybook reading with dialogic questions, math storybook reading without dialogic questions, and non-math storybook reading with dialogic questions. The findings suggest that shared math storybook reading supports children's target mathematical language learning differently based on their initial understanding of numeracy skills. Children with higher levels of numeracy skills benefited more from simply listening to the story, whereas children with lower levels of numeracy skills showed a tendency to learn better when hearing questions and feedback from the AI voice agent. This study provides implications for the use of advanced technology involving social interaction to support children's learning of mathematical language that can benefit from repeated reading.

Många elever når inte godkänd nivå i matematik. En del av förklaringen till det är att elever har svårt att förstå språket i matematikundervisning och matematikläromedel. Syftet med min studie är att belysa svårigheter som elever i de tidiga skolåren har med språket i matematiken. Syftet är också att få syn på vilka orsakerna till dessa svårigheter är. För att få svar på forskningsfrågorna har en kvantitativ undersökning gjorts om elevers förståelse av olika begrepp i matematikläromedlen. En kvalitativ observation med inslag av intervjufrågor har också gjorts. Studien visade på att många elever har svårigheter med att förstå språket som används i läromedlen. En del av svårigheterna kom sig av brister i begreppsuppfattningen, en del berodde på bristande läsförmåga och språkförståelse, ytterligare anledningar till svårigheterna visade sig vara svårigheter att förstå metaforer och bilder samt även svårigheter med att hålla mycket information från matematikuppgifter i arbetsminnet. / Many students do not reach an approved level in mathematics. Part of the explanation for this is that students find it difficult to understand the language of mathematics teaching and mathematics teaching material. The purpose of my study is to highlight the difficulties that pupils in primary school have with the language of mathematics. The purpose is also to get an idea of the causes of these difficulties. In order to get answers to the research questions, a quantitative study has been made on students' understanding of different concepts in the mathematics teaching materials. A qualitative observation with elements of interview questions has also been made. The study showed that many students have difficulties understanding the language used in the teaching aids. Some of the difficulties came from shortcomings in the conceptual concept, some were due to a lack of reading ability and reading comprehension, additional reasons for the difficulties turned out to be difficulties in understanding metaphors and images as well as difficulties in keeping much information from mathematical tasks in the work memory.

Syftet med denna studie var att undersöka hur gymnasieelever översätter mellan tre matematiska språkformer (symbolspråk, matematiskt språk och vardags-språk). Studien använde ett slags test, en kunskapsdiagnos, för att undersöka detta. Gymnasieelever från samma program i tre olika årskurser fick möjlighet att delta i studien. Diagnosen var uppdelad i tre översättningsområden: från matematiskt språk till symbolspråk, från symbolspråk till matematiskt språk och till sist från symbolspråk till vardagsspråk. Resultatet visar att gymnasieeleverna, oavsett årskurs, har problem med översättningarna. Bland annat använde eleverna fel operationstecken, missade att sätta ut väsentliga parenteser och blandade i vissa fall de olika språkformerna i samma mening. Eleverna lyckades bäst med översättningen från symbolspråk till matematiskt språk, och de allra flesta kände till symbolen för ”mindre än”. / The purpose of this study was to investigate how upper secondary school students translate between three mathematical language forms (symbolic language, mathematical language and everyday language). The study used a test (a diagnosis), to investigate this. Upper secondary school students belonging to the same program in three different grades were given the opportunity to take part in the study. The diagnosis was divided into three translation areas: from mathematical language to symbolic language, from symbolic language to mathematical language and finally from symbolic language to everyday language. The result shows that upper secondary school students, regardless of grade, have problems with the translations. Among other things, the students used the wrong operation signs, missed writing crucial parentheses and in some cases, they mixed the various language forms in the same sentence. The students were most successful with the translation from symbolic language to mathematical language, and the vast majority had knowledge of the "less than" - symbol.

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This paper is an overview of current research on teaching mathematics. The question to answer through studying research on the matter is how are language development strategies used in mathematical learning? The subsequent questions that we posed were why is it important with language development to learn math, how do students learn the language in mathematics, how does the use of language affect the possibility to learn mathematic and finally how are multilingual students’ possibilities to learn mathematics affected? The method used is reading and discussing  various sources of research in the field, using a few key words and refining the search as sources are used to find new keywords.  Through the research we have been able to answer the posed questions. Our main question is impossible to answer in one sentence, but what can be said is that there are language development strategies that play a role in mathematics learning and that they may vary from school to school, or even teacher to teacher. It is clear, however, that language development and using the language in education is crucial for learning new concepts and to communicate ideas, solutions and understanding in mathematics. In order for this development to take place it is necessary to actively use and practise using the language during mathematics learning. The teacher plays an important role to communicate this precise language and to encourage its students to practise to use it in order to communicate effectively.

Denna kunskapsöversikt är skriven för att redogöra för vad forskning säger angående hur elevers matematiska språkutveckling påverkas av metoden kooperativt lärande. Den syftar också till redogörelse för hur den kooperativa undervisningsmetoden skiljer sig från den traditionella, det vill säga metoden som innebär att elever arbetar individuellt med uppgifter i en lärobok eller motsvarande.Arbetet är utfört med hjälp av publicerad forskning som behandlar ämnet. Resultatet beskriver den kooperativa lärandemetoden och jämför den med det traditionella sättet att lära sig på. Forskning redogör också för hur matematiken undervisas i klassrummet med hjälp avkommunikation och kooperativt lärande, samt hur användningen av det matematiska språketsker.Med hjälp av denna forskning har slutsatsen dragits att den kooperativa lärandemetoden harpositiv inverkan på den matematiska språkutvecklingen och att språkutvecklingen kan ske på ett enklare sätt med hjälp av kommunikation med de andra eleverna. Det matematiska språket kan utvecklas med hjälp av metoden kooperativt lärande då eleverna får större möjlighet att kommunicera och interagera med varandra på ett utvecklande sätt.

Denna kunskapsöversikt undersöker möjligheter och utmaningar med ett kooperativt lärande och hur det påverkar elevers matematiska språkutveckling. Översikten inriktar sig på elever i grundskolan och elever med neuropsykiatriska funktionsvariationer. Frågeställningarna är följaktligen ”Om och hur kan det kooperativa lärandet bidra till elevers matematiska språkutveckling?”, ”Vilka utmaningar finns det med att arbeta kooperativt kopplat till matematisk språkutveckling?” samt ” Vilka utmaningar finns det med att arbeta kooperativt kopplat till matematisk språkutveckling hos elever med neuropsykiatriska funktionsvariationer?”. För att kunna besvara frågeställningarna har följande sökord använts ”cooperative learning, Lev Vygotsky, mathematical language, mathematics, language development, autism och ADHD”. Sökorden har använts i forskningsdatabaserna ERIC via EBSCO och Education Research Complete (ERC) för att hitta relevant forskning. Kunskapsöversikten grundas på forskningsartiklar samt böcker som undersöker kooperativt lärande utifrån aspekter som neuropsykiatriska funktionsvariationer och gruppdynamik. Resultatet från undersökningen tyder på att kooperativt lärande kan bidra till en matematisk språkutveckling. I resultatet framgick det även att det kooperativa lärandets utmaningar främst ligger hos elever med neuropsykiatriska funktionsvariationer eftersom de kan bli mer utsatta i ett kooperativt arbete.