Some remarks on language and how language works in mathematics classrooms

Abstract

The main goal of this work is to build a sketch on how language is
used in mathematics classrooms. We specifically try to understand how teachers
use language in order to share meanings with their students. We initially
present our main intentions, summarizing some studies that are close to our purposes. The two theoretical frameworks which support our study – the Model
of Semantic Fields and the Wittgensteinian “games of language” – are then
presented and discussed about their similarities and distinctions. Our empirical
data are some classroom activities recorded and turned into “clips”. Such clips
were transcribed and our analysis was based on these transcriptions. Data
analysis – developed according to our theoretical framework – allowed us to build
the so-called “events” and, then, comment on some understandings on how
language can be used in mathematics classrooms.