Developing Mathematical Language Proficiency in Preservice Teacher Education: A Case Study
TSG 31: Language and communication in mathematics education
The paper presents a method to support the development of mathematical language proficiency in preservice teacher mathematics education, including the oral component. In a case study a written imaginary dialogue task concerning algebraic word problems was used to enter into a dialogue with preservice teachers about their mathematical language. The aim was to raise the preservice teachers’ awareness of their mathematical speech and point out possible consequences for the mathematical learning of their later students.