First published in 1987, this book examines mathematics school teaching from the perspective that it is a language — arguing that this can illuminate many events that occur in classes and highlight issues that may not have previously seemed important. The central concern is with the processes of communication as they are shaped by school conventions and the fact that it is mathematics being discussed. Speaking, listening, writing and reading are examined and analysed with the first half focusing on verbal interactions and the second half examining aspects of pupil written mathematics. Also explored is the nature of the mathematical writing system itself and how pupils gain access to it.

chapter 1|21 pages

Mathematics as a language?

chapter 2|28 pages

Pupils’ mathematical talk

chapter 3|25 pages

Overt and covert classroom communication

chapter 4|36 pages

The mathematics register

chapter 5|27 pages

Pupils’ written mathematical records

chapter 7|18 pages

The syntax of written mathematical forms

chapter 8|17 pages

Reading, writing and meta-linguistics

chapter 9|12 pages

Mathematics as a language?