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Authority and Agency in Young children’s early number work: A functional linguistic perspective

Citation

Murphy, C, Authority and Agency in Young children's early number work: A functional linguistic perspective, Proceedings of the 38th Annual Conference of the Mathematics Education Research Group of Australasia, 28 June - 2 July 2015, Sunshine Coast, pp. 453-460. (2015) [Refereed Conference Paper]

Copyright Statement

Copyright 2015 MERGA

Official URL: https://www.merga.net.au/documents/RP2015-49.pdf

Abstract

This paper presents a preliminary study of three six year-old children’s use of functional language when engaging collaboratively on a mathematics task. The analysis is presented as an illustration of young children’s authority and agency in mathematics as evidenced in their discourse. Modality, as a function of language, was seen to indicate reasoning as a semantic process that expressed a state of knowledge as the children explored number comparison relationships. It is proposed that the children’s use of modality indicated an element of internal authority in arbiting mathematical correctness and that related to the nature of the task.

Item Details

Item Type:Refereed Conference Paper
Keywords:mathematics, functional language, collaboration
Research Division:Education
Research Group:Curriculum and Pedagogy
Research Field:Mathematics and Numeracy Curriculum and Pedagogy
Objective Division:Education and Training
Objective Group:Learner and Learning
Objective Field:Learner and Learning Processes
Author:Murphy, C (Dr Carol Murphy)
ID Code:121585
Year Published:2015
Deposited By:Education
Deposited On:2017-10-04
Last Modified:2017-11-20
Downloads:0

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