SOME THOUGHTS ON CHILDREN’S USE OF

The language which children hear from their teachers in mathematics lessons is laden with special mathematical vocabulary, and with words and phrases particularly characteristic of mathematics lessons- words like 'assume', 'multiple', and 'represent'. These words and phrases, together with the special meanings assigned to them in Mathematics, are referred to as 'the speech register of school mathematics'. Mathematical language is said to be m the 'transactional ' style, since it is geared to conveying information as concisely and unambiguously as possible. To what extent do children use the transactional style, and the speech register of mathematics when they — ally want to communicate mathematical ideas? (This is different from trying to say what one thinks the teacher wants one to say...) And how does their use of thi