Planning Math Language in the United States, 1650 to 1945

Loading...
Thumbnail Image
Penn collection
Working Papers in Educational Linguistics (WPEL)
Degree type
Discipline
Subject
Education
Linguistics
Funder
Grant number
License
Copyright date
Distributor
Related resources
Author
Lewis, Mark C
Contributor
Abstract

Within mathematics education in the United States, educators and scholars have worked to identify ways of using language that students of mathematics must perform. I describe how mathematics educators from 1650–1945 have argued whether or how language is important for learning and doing mathematics. Framing these arguments as a form of language policy and planning, I apply intertextual research methods (Johnson, 2015) and the framework of enregisterment (Agha, 2007) to present explicit and implicit policy and planning for math language as intertextually linked models of linguistic behavior. I also summarize the gradual development of math language alongside wider shifts in the structure and philosophy of education in the United States. While early attention to language and mathematics learning did not produce expectations for student language use, student-regulating models of math language eventually solidified through the context of progressive education scholarship in the early 20th century.

Advisor
Date Range for Data Collection (Start Date)
Date Range for Data Collection (End Date)
Digital Object Identifier
Series name and number
Publication date
2017-04-01
Journal title
Volume number
Issue number
Publisher
Publisher DOI
Journal Issue
Journal Issue
Spring 2017
Comments
Recommended citation
Collection