ABSTRACT
Following the more general discussion of the role of language in curricular learning, Chapter 3 focuses on the concept of “speaking mathematically” (Pimm 1987). Thus, the chapter commences by elaborating on the inherent features of mathematical language and the literary traditions of mathematics. In order to do so, the multisemiotic nature of mathematical meaning-making is explored with particular emphasis on the role of language and the “hybrid” nature of mathematical discourse. Following an ensuing overview of research traditions, the diverse roles of discourse in mathematics teaching and learning are examined. Further engagement with the relevant conceptualisations from sociocultural theory then informs a discussion on mathematics as social and discursive practice with a specific focus on what it means to “speak mathematically”. The chapter concludes by weighing the complexities of mathematical discourse within multilingual classroom settings.
