The Meaning of a Teacher’s Actions in Clarifying Mathematical Terms in Mathematics Classrooms

Abstract

This paper examines the meaning of a teacher’s actions focusing especially on the situation where mathematical terms are clarified in mathematics classrooms. In previous research, the pursuit of a fixed answer by the teacher has been regarded as undesirable. This paper focused on and examined the meaning of such actions in a mathematics classroom by an experienced teacher. As a result, it was clarified that one action of having students answer to the mathematical terms intended by the teacher has various dimensions of meaning. Specifically, two points of view are mentioned. First, in terms of the subject of the action, an interaction with one particular student was also intended to affect other students in the class/grade. Second, from the point of the meaning of the action, it relates to the local mathematical content of the identification of the multiplicative formula to be used, while on the other hand it also includes learning on how to confront mathematics. In particular, the nature of the language of mathematics is pointed out, which determines how words put a focus on things and properties so as to understand the reasons for sticking to mathematical terms.