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Children’s use of modality in problem solving


Murphy, C, Children's use of modality in problem solving, 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 Educati, 15-20 July 2014, Vancouver, Canada, pp. 181. ISSN 0771-100X (2014) [Conference Extract]

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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).

Item Details

Item Type:Conference Extract
Keywords:mathematics language, modality
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 not elsewhere classified
UTAS Author:Murphy, C (Dr Carol Murphy)
ID Code:121598
Year Published:2014
Deposited By:Education
Deposited On:2017-10-04
Last Modified:2017-10-04

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