The Mathematical Discourse of Advanced Undergraduate Mathematics

This paper describes the first phase of a study that aims to identify the specific English language discourse features that cause problems for English as an additional language (EAL) students in advanced undergraduate mathematics. In this phase observations of lectures and an examination of course notes have been undertaken to try to identify the detailed nature of mathematical discourse features that might cause problems. Building on literature about general features of mathematical discourse, particular examples are identified and analysed, from the point of view of both English and mathematics. Educational institutions in New Zealand and Australia are continuing to accept immigrant, refugee and minority students who have a language background that is not English, the language of instruction. There is thus on-going interest in language requirements for tertiary study, and in the provision of programmes that will assist students in their studies. At tertiary level, students with poor English language take mathematics under the impression that they will not be so disadvantaged. Many perceive it to be relatively language-free. There have been several investigations into language issues in mathematics education at secondary level and in bridging or entry-level tertiar