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ERIC Number: EJ1169645
Record Type: Journal
Publication Date: 2012
Pages: 5
Abstractor: As Provided
ISSN: EISSN-1940-9923
Ambiguity and Inconsistencies in Mathematics Spoken in the Classroom: The Need for Teacher Training and Rules for Communication of Mathematics
Isaacson, M.D.; Srinivasan, S.; Lloyd, L.L.
Journal of Science Education for Students with Disabilities, v15 n1 Article 5 p41-45 Win 2011-2012
Mathematics has the potential for being spoken ambiguously. This is problematic for many students, in particular those who have disabilities that inhibit processing of printed material. This paper documents the magnitude of potential ambiguity arising from textbooks and provides a measure of the degree to which potential ambiguity is actualized through teachers' speech. Inconsistency among teachers in speaking mathematics is also documented. Evidence is provided that teachers are not adequately aware of ambiguity in speaking mathematics and that they believe that they should have training regarding ambiguity in communication of mathematics and how to speak mathematics non-ambiguously.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: IIp0712199