Please use this identifier to cite or link to this item: https://www.um.edu.mt/library/oar/handle/123456789/99530
Title: Registers for mathematics classrooms in Malta : considering the options
Authors: Farrugia, Marie Therese
Keywords: Mathematics -- Study and teaching -- Malta
Language and education -- Malta
Code switching (Linguistics)
Issue Date: 2009
Publisher: FLM Publishing Association
Citation: Farrugia, M. T. (2009). Registers for mathematics classrooms in Malta : considering the options. For the Learning of Mathematics, 29(1), 20-25.
Abstract: Over the years, various writers have focused on mathematical language use in classrooms (e.g., Capps & Pickreign, 1993; Harvey, 1982; Pimm, 1987; Zazkis, 2000). Verbal communication is recognised as an important way for students to participate. More specifically, it has as been argued that knowledge of subject terminology is important since it allows more effective communication about mathematical ideas by both teachers and students. Indeed, Pimm (1987) suggested learning to speak mathematically implies learning to mean mathematically. I too am concerned with mathematical language – or, more specifically, with the idea of a mathematics ‘register’. This interest is prompted by the fact that, in Malta, we tend to communicate mathematical ideas through a mix of Maltese, our national language, and English, our second language. Based on data I collected from Maltese primary school classrooms, I reflect on how we use, or could use, language in our mathematics classrooms. I start by explaining what is meant by a ‘register’. This is followed by a brief description of the Maltese socio-linguistic context. I then consider the possibility and implications of exclusively using either English or Maltese for spoken and written mathematics. Finally, I reflect on the approach of using code-switching between Maltese and English as the spoken mode alongside English written texts.
URI: https://www.um.edu.mt/library/oar/handle/123456789/99530
Appears in Collections:Scholarly Works - FacEduECPE

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