An examination of mathematics teachers’ mathematical language usage

Abstract

The aim of this research is to examine the mathematical language use of mathematics teachers in detail within the framework of the theoretical approach of “Three Worlds of Mathematics” put forward by Tall (2007). The research was carried out in the case study pattern, which is one of the qualitative research methods. The study group of the research consists of 27 math teachers. In the research, “Worksheet for the Use of Mathematical Language”, which includes four mathematical situations, was used as a data collection tool. In the analysis of the data collected within the scope of the research, the interpretation of the “Three Worlds of Mathematics” theoretical approach towards the use of mathematical language was adopted. As a result of the research, it was seen that mathematics teachers used mathematical language mostly in the context of the “conceptual-embodied world”, and least in the context of the “axiomatic-formal world”. At the same time, while the mathematical world in which the mathematical situation is presented affects the mathematical language used by the teachers for that situation, the teachers could not fully reflect the mathematical language to different worlds whilst working on mathematical situations. Finally, based on the conclusion that teachers use mathematical language in a more qualified way while performing high-level skills, it is suggested to include activities that allow the development of high-level skills in mathematics lessons and that serve to understand and develop mathematics.