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Intertextuality in school mathematics: The case of functions

Chapman, A. (1995) Intertextuality in school mathematics: The case of functions. Linguistics and Education, 7 (3). pp. 243-262.

Link to Published Version: http://dx.doi.org/10.1016/0898-5898(95)90025-X
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Abstract

This article identifies the characteristic principles of intertextuality in school mathematics. Drawing on a larger study of the spoken language practices of the mathematics classroom, it examines how language is used to construct the shared meanings of a mathematical theme. An analysis is made of a variety of spoken and written texts in order to see how they contribute to the development of a thematic formation for the topic of functions. A pattern of thematic relations is demonstrated for each text, illustrating that each pattern is in fact a different expression of at least part of a common pattern. The analysis identifies the text-connecting practices of language that are necessary to construct these patterns. It is argued that these practices are fundamental to the construction of mathematical meanings. The analysis also shows kinds of linguistic information that are likely to be helpful to students as they learn intertextually in mathematics.

Publication Type: Journal Article
Murdoch Affiliation: School of Education
Publisher: Elsevier Limited
URI: http://researchrepository.murdoch.edu.au/id/eprint/36037
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