A Geometry Teacher’s Actions for Engaging Students in Mathematizing from Real-World Contexts: A Linguistic Analysis

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

I share the case of a geometry teacher’s work that encourages literacy practices to read a diagram during a problem-based lesson. Using a problem situated in the context of the visual arts, the teacher connected students’ understanding of the problem’s context with mathematical ideas. During the lesson summary, the teacher helped students to translate their work with the diagram into reasoned conjectures. I used Systemic Functional Linguistics to unpack the complexities of mathematics classroom talk, including lexical relations, processes, participants, and circumstances and conjunctive relations. The study exemplifies how linguistic analysis can help researchers to identify teaching actions for supporting students’ engagement in mathematizing with implications for teacher education.
Original languageEnglish (US)
Title of host publicationLanguage in Action
Subtitle of host publicationSFL Theory across Contexts
EditorsMaria Estela Brisk, Mary J Schleppegrell
PublisherEquinox Publishing Ltd
Chapter4
ISBN (Electronic)9781800500051
ISBN (Print)9781800500044, 9781800500037
DOIs
StatePublished - Jun 2021

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    González, G. (2021). A Geometry Teacher’s Actions for Engaging Students in Mathematizing from Real-World Contexts: A Linguistic Analysis. In M. E. Brisk, & M. J. Schleppegrell (Eds.), Language in Action: SFL Theory across Contexts Equinox Publishing Ltd. https://doi.org/10.1558/equinox.40629