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Children’s use of modality in problem solving
From a pragmatic viewpoint, language has evolved because of its functions in making meaning out of a given environment (Halliday & Matthiessen, 2004). The primary tense expresses what is present at the time of speaking, for example ‘it is’ or ‘it isn’t’; whereas modality expresses certainty or possibility, for example ‘it has to be’ or ‘it can be.’ Although the study of pragmatics in mathematics language has been carried out (e.g. Rowland, 2000), children’s use of modality has not been studied, even though much mathematical language relies on the use of modality both deontic (the necessity or possibility of acts) and epistemic (the speaker’s beliefs).
History
Publication title
Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics EducatiVolume
6Editors
P Liljedahl, C Nicol, S Oesterle, D AllanPagination
181ISSN
0771-100XDepartment/School
Faculty of EducationPublisher
The International Group for the Psychology of Mathematics EducationPlace of publication
Czech RepublicEvent title
38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics EducationEvent Venue
Vancouver, CanadaDate of Event (Start Date)
2014-07-15Date of Event (End Date)
2014-07-20Repository Status
- Restricted